A HISTORY 



New York State Teachers 
Association. 



WITH SKETCHES OF ITS PRESIDENTS AND 
PROMINENT MEMBERS. 



BY 

H YLAND C. KIRK, 








NEW YORK : 

E. L. KELLOGG & CO. 

EDUCA TIONAL PUBLISHERS. 
ISS 3 . 



TABLE OF CONTENTS. 



CHAPTER I. — Early Associations and Measures....... 9 

Rise of Voluntary Associations — First Teachers' Associations — 
New York State Convention of 1831 — The Common School Assist- 
ant — Conventions of 1836 and 1837 — The District School Journal 
— Leaders and Causes — Gideon Hawley — The Free School Law — 
County and Town Supervision — Teachers' Qualifications — Institutes 
and Normal Schools — David P. Page — Teachers' Classes — State 
Certificates and Examinations — The Regents' Examinations — Com- 
pulsory Education — Religion and Health. 



CHAPTER II. — Organization and First Decade of the 

Association 16 

First Meeting at Syracuse, 1845 — Chester Dewey. Second Meet- 
ing at Utica, 1846 — Joseph McKeen. Third Meeting at Rochester, 
1847 — Samuel B. Woolworth. Fourth Meeting at Auburn, 1848 — 
Charles R. Coburn. The Cholera Season. Fifth Meeting at New 
York City, 1850— John W. Bulkley. Sixth Meeting at Buffalo, 
1851 — N. P. Stanton. Seventh Meeting at Elmira, 1S52 — Charles 
Davies. Eighth Meeting at Rochester, 1853 — Victor M. Rice. 
Ninth Meeting at Oswego, 1854 — Reuben D. Jones. Review of 
the Work. 



CHAPTER III. — Second Decade of the Association... 

Tenth Meeting at Utica, 1S55 — Leonard Hazeltine. Eleventh 
Meeting at Troy, 1856 — Organization of Commissioners and Super- 
intendents — Thomas W. Valentine. Twelfth Meeting at Binghamp- 
ton, 1857 — National Teachers' Association — George L. Farnham. 
Thirteenth Meeting at Lockport, 1858 — Oliver Arey. Fourteenth 
Meeting at Poughkeepsie, 1859 — James N. McElligott. Fifteenth 
Meeting at Syracuse, i860 — Edward A. Sheldon. Sixteenth Meet- 
ing at Watertown, 1861 — James Cruikshank. Seventeenth Meeting 
at Rochester, 1862 — Emerson C. Pomeroy. Eighteenth Meeting 
at Troy, 1863 — James B. Thomson. Nineteenth Meeting at Buffalo, 
1864 — Edward North. The University Convocation. Review. 



TABLE OF CONTENTS. 
CHAPTER IV. — Third Decade of the Association.... 50 

New Brooms. Twentieth Meeting at Elmira, 1865 — James At- 
water. Twenty-first Meeting at Geneva, 1866 — Samuel G. Williams. 
Twenty-second Meeting at Auburn, 1S67 — James W. Barker. 
Twenty-third Meeting at Owego, 1868 — William N. Reid. Twenty- 
fourth Meeting at Ithaca, 1S69 — Samuel D. Barr. Twenty-fifth 
Meetingat Syracuse, 1870 — J. Dorman Steele. Twenty-sixth Meeting 
at Lockport, 1871— James H. Hoose. Twenty-seventh Meeting at 
Saratoga, 1S72 — Edward Danforth. Twenty-eighth Meetingat Utica, 
1S73 — Andrew McMillan. Twenty-ninth Meeting at Binghampton, 
1874 — Henry R. Sanford. Review of Third Decade. 

CHAPTER V. — To the Present Time 86 

A Centennial Era. Thirtieth Meeting at Fredonia, 1875 — Field 
Day at Dunkirk — Noah T. Clarke. Thirty-first Meeting at Watkins, 
1876 — The Excursion to Philadelphia — Edward Smith. Thirty- 
second Meeting at Plattsburgh, 1877 — John W. Mears. Thirty-third 
Meeting at Albany, 1S78 — Casper G. Brower. Thirty-fourth Meet- 
ing at Penn Yan, 1879 — Lake Keuka — James Johonnot. Thirty- 
fifth Meeting at Canandaigua, 1880— The Lake — Jerome Allen. 
Thirty-sixth Meeting at Saratoga, 1S81 — The Capture of Ticonderoga 
— Albert B. Watkins. Thirty-seventh Meeting at Yonkers, 1882 — 
Coney Island — John A. Nichols. The Inter-Academic Union. 
Comments. Lake George. 



APPENDIX — Sketches of Prominent Educators. 



Superintendents of Public Instruction. 

Gideon Hawley, 145— *Victor M. Rice— H. H. Van Dyck, 146— Abram 
B. Weaver, 147— Neil Gilmour, 147— Samuel B. Ruggles, 148. 

Conductors of Institutes. 

Esmond V. De Graff, 149— Charles T. Barnes, 149— Judge Warren Higley, 
149 — Charles T. Pooler, 151 — Henry C. Northam, 152 — John Kennedy, 152 
— Francis P. Lantry, 152— Ruggles E. Post, 172 — Charles H. Verrill, 174 
— *James Johonnot, *HenryR. Sanford, *Jerome Allen. 

Normal School Principals. 

David P. Page, 153 — Malcolm McVicar, 154 — John W. Armstrong, 157 — 
George R. Perkins, 159 — Joseph Alden, 159 — C. D. McLean, 159 — Henry 
B. Buckham, 160 — Francis B. Palmer, 160 — James M. Cassety, 160 — W, 
J. Milne, 160 — T. J. Morgan, 161 — Edward P. Waterbury, 162 — David H. 
Cochrane, 172 — *Edward A. Sheldon, *Samuel B. Woolworth, *OHver 
Arey, *Jas. H. Hoose, *Henry R. Sanford. 

Presidents of Commissioners' Association. 

Oscar F. Stiles, 162— Edwin A. McMath, 163 — George V. Chapin, 163 — 
Edward Wait, 164 — *Victor M. Rice, *John W. Bulkley, *James Cruik- 
shank, *Edward Smith, *Andrew McMillan. 

Chancellors and Secretaries of Regents. 

John V. L. Pruyn, 165 — Henry R. Pierson, 165 — David Murray, 166— 
— D. J. Pratt, 167— *Samuel B. Woolworth. 

Presidents of Inter-Academic Union. 

Alonzo Flack, 108 — George R. Cutting, 169 — Sherman Williams, 169 — 
George A. Bacon, 169 — Joseph E. King, 170 — *Noah T. Clarke. 

Miscellaneous. 

Henry Knowles Clapp, 174. 

* These Sketches are given in the History. 



io EARLY ASSOCIATIONS AND MEASURES. 

The first annual session of the Massachusetts Teachers' Association was held 
at Brinley Hall, Worcester, November 25th, 1845. 

In New York State various county associations were organized at an early 
period. 

In 1S31 a " State Convention of Teachers and Friends of Education" was 
held at Utica, January 12th, 13th, and 14th. This convention was the earliest 
State organization of teachers of which we have found any record. The fol- 
lowing were the officers of the convention : Rev. Dr. Davis, of Hamilton Col- 
lege, President ; Messrs. S. W. Taylor and Henry Howe, Vice-Presidents ; 
Professor Yates and Mr. E. Wilson, Secretaries. Delegates were present from 
twenty-two counties. 

At this convention resolutions were passed favoring the establishment of de- 
partments to qualify teachers ; abolishing the office of town inspectors and sub- 
stituting county inspectors ; recommending " the Monitorial System, with some 
restrictions and modifications ;" and the speedy formation of town and county 
lyceums. A resolution calling a national convention, which resulted in the 
establishment of the American Lyceum, was also passed. 1 

In January, 1836, Mr. J. Orville Taylor, who two years previously had edited 
the District School, published by Harper Brothers, began the publication of a 
monthly quarto called the Common School Assistant. He was encouraged in this 
enterprise by such men as Governor Marcy, Dr. B. T. Welch, Bishop Onder- 
donk, Hon. Gideon Hawley, and Chancellor Walworth. It continued three 
vears. 2 In the July number, 1836, the following notice appears : 

" The common school teachers of the State of New York are respectfully in- 
vited to meet in the Capitol at Albany, on the 20th of September next, at 12 
o'clock. As it is known that this convention is called for the purpose of increas- 
ing the pay and influence of those engaged in this arduous and honorable pro- 
fession, there will be a full and general attendance. Teachers from every 
town in the State are expected. Editors in the State are respectfully requested 
to publish this notice." 

About 150 teachers attended this convention, which was held September 20th 
and 21st, 1836. A committee, consisting of the following gentlemen, was ap- 
pointed to prepare a constitution and make arrangements for a subsequent 
meeting : J. O. Taylor, J. W. Bulkley, G. B. Glendining, James Henry, Jr., 
S. R. Sweet, E. R. Reynolds, and C. H. Anthony. 

Another meeting was held in Albany, February iSth, and adjourned to meet 
in Utica, May nth, 1837. At the latter, Hon. Jabez D. Hammond, of Cherry 
Valley, presided, Professor Potter delivered the introductory address, and three 
lectures were delivered in the evening, as follows : 

Rev. A. B. Grosh, of Utica, on Qualifications and Responsibilities of Teachers ; 
J. W. Bulkley, of Troy, on Appropriate Branches of Study ; C. H. Anthony, of 
Troy, on School Houses and Lyceums. Officers were elected as follows : 

Jabez D. Hammond, of Cherry Valley, President ; a Vice-President in each 
county of the State ; George B. Glendining, of Troy, Recording Secretary ; 
Rev. P. S. Whipple, of Lansingburg, Corresponding Secretary ; Bradford R. 
Wood, of Albany, Treasurer. 

The chairman of the Executive Committee subsequently sent a circular to 
each Vice-President urging the formation of county associations. " We have 
no record," says Dr. Cruikshank, of any other meeting of this society. The 
panic of 1837 doubtless caused a summary suspension of further action." 

The following list includes all the State organizations of teachers now existent, 
with the year of their formation so far as obtainable : 



1 American Annals of Ed., 1831. 

2 For this matter we are indebted to the excellent History of the State Teachers' Assoc, by 
James Cruikshank, found in the N ' . Y. Teacher, vol. ix. 



EARLY ASSOCIATIONS AND MEASURES. 



State. 



Alabama 

Arkansas 

California 

Colorado 

Connecticut 

Delaware. 

Florida 

Georgia 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 

Nebraska 

Nevada 

New Hampshire.. 

New Jersey 

New York 

North Carolina... 

Ohio 

Oregon 

Pennsylvania 

Rhode Island 

South Carolina . . . 

Tennessee 

Texas 

Vermont 

Virginia 

West Virginia 

Wisconsin 

Washington Ter.. 



Name of Organization. 



State Association of Teachers 

State Teachers' Association 

."" "(?) 

Georgia Teachers' Association 

State Teachers' Association 

State Educational Convention 

State Educational Association 

State Teachers' Association 

Massachusetts Teachers' Association 

State Teachers' Association 

State Educational Association 

Mississippi Educational Association 

State Teachers' Association 

State Teachers' Institute 

State Teachers' Association 

N. C. Teachers' Associa tion 

State Teachers' Association 

Institute of Instruction 

State Teachers' Association 

State Educational Association 

Vermont Teachers' Association 

Educational Association of Virginia 

Educational Association of West Virginia 

State Teachers' Association 

Territorial Teachers' Convention 

National Educational Association 

American Institute of Instruction 

American Association fonflhe Advancement of Science 



Year. 



877 (?) 

875 

»7S 

845 

879 



353 
853 
855 
863 
(?) 
872 
859 
866 
8 4S 
85* 
860 
S77 
861 

(?) 

878 

853 

(?) 

84S 

878 

(?) 

878 (?) 

853 

845 

8S0 (?) 

865 

879 
850 
865 
(?) 
852 
876 
860 
829 
851 



In order that the aim and work of the New York State Teachers' Association 
may be the better understood, a brief statement of the educational questions 
which waited solution prior to its formation, and have since been in process of 
agitation if not final settlement, are given. 

A strong feeling existed in New York at an early date favoring free educa- 
tion. This feeling was voiced by Gov. George Clinton, Hon. Jedediah Peck, 
Mr. Adam Comstock, and notably by Gideon Hawley, the first Superintendent 
of Common Schools. 

" To no individual in the State," says S. S. Randall, " are the friends of com- 
mon-school education more deeply indebted for the impetus given to the cause 
of elementary instruction in its infancy than to Gideon Hawley. 1 At a period 
when everything depended upon organization, upon supervision, upon prac- 
tical acquaintance with the most minute details, and upon a patient, persever- 
ing, laborious process of exposition, Mr. Hawley united in himself all the requi- 
sites for the efficient discharge of the high functions devolved upon him by the 



1 A sketch of Gideon Hawley will be found in appendix. 



12 EARLY ASSOCIATIONS AND MEASURES. 

Legislature. From a condition of anarchy and confusion and complete disor- 
ganization, within a period of less than eight years arose a beautiful and stately 
fabric, based upon the most impregnable foundations, sustained by an enlight- 
ened public sentiment, fortified by the best and most enduring affections of the 
people, and cherished as the safeguard of the State — the true palladium of its 
greatness and prosperity." 

The Free School question had a bearing upon nearly every educational meas- 
ure in the State. In 1795 an act appropriating $50,000 annually for five years 
was passed, " for the purpose of encouraging and maintainingschools." On the 
2d of April, 1805, the Legislature passed an act providing that the net proceeds 
of 500,000 acres of the vacant and unappropriated lands of the people of this 
State, which should be first thereafter sold by the Surveyor-General, should be 
appropriated as a permanent fund for the support of common schools, the 
avails to be safely invested until the interest should amount to $50,000, when 
an annual distribution of that amount should be made to the several school dis- 
tricts. " This act," says Randall, " laid the foundation of the present fund for 
the support of common schools." 

In 1812 a bill was passed, comprising the main features of the common school 
system, as it was up to 1S38, providing for the division of the State into school 
districts, the distribution of the interest of the school fund according to the num- 
ber of children from five to fifteen years of age, and the levying of a tax for 
school purposes by each town annually. 

By act of Congress in 1836 the surplus revenues of the United States were de- 
posited among the several States ; accordingly the Legislature of 1838 added 
$160,000 from the revenue of this fund to the amount to be apportioned among 
the several school districts of the State. 

Thus far the system had proved defective, chiefly because of the mode of tax- 
ation, causing many of the poorer and less populous districts to sustain a school 
merely long enough to secure the next apportionment of public moneys. 

In March, 1849, trie Legislature passed the " Act establishing free schools 
throughout the State." By this act the tax was levied and collected by counties, 
being severally equal to the sums apportioned by the State. This law hap- 
pened to go into effect when no provision in the various counties had been made 
to meet the tax ; the result was so unfortunate that petitions for its repeal were 
forwarded from all parts of the State. A bill introduced by Mr. Mann, of Onei- 
da, referring the matter to the decision of tfae people, was passed, and in the fall 
of 1850 a majority vote was obtained in favor of its repeal. 

The friends of the measure, however, were not to be put down, and in 1851, 
after a protracted discussion, "An act to establish free schools throughout the 
State" was passed, and signed by the Governor. 

This was a victory more worthy of record than the proudest triumph of con- 
quest by force of arms, for this struggle demanded 

" The courage of the master mind, 
Whose wisdom comprehends mankind, 
And counts no labor great 
That saves the sinking state." 

" Knowledge of law and government, 
Their sovereign purpose and intent — 
What makes a people great, 
And constitutes a state." 

There have been other questions in the solution of which the New York State 
Teachers' Association became an important factor by its discussions and recom- 
mendations. One of these is school supervision. By the Act of 1795, not less 
than three nor more than seven persons were to be elected at each town meet- 
ing, to "be commissioners of schools, and have the superintendence thereof." 



EARLY ASSOCIATIONS AND MEASURES. 



13 



In 1812 the office " known and distinguished as the superintendent of common 
schools" was created. The appointments to this office rested in a Council of 
Appointment, and in 1821 the State Legislature were so indignant that Gideon 
Hawley was not reappointed that they abolished the office, and required the 
Secretary of State to perform all the duties of supervising the schools. 

In 1839, at the suggestion of the Hon. John C. Spencer, the Superintendent of 
Schools {i.e. Secretary of State) was authorized to appoint a Board of Visitors 
for all common schools. The reports of these visitors were unanimous in favor 
of county supervision. It appearing subsequently " that at least one half of all 
the schools in the State" ' were not visited at all, in 1841 an act was passed 
authorizing the Board of Supervisors in each county to appoint a deputy super- 
intendent for such county, and also requiring two inspectors of schools to be 
elected for each town. Petitions being sent to the Legislature asking for the 
repeal of this act, on the ground of expense, in 1S43 the offices of commissioner 
and inspector of schools were abolished. One town superintendent was to as- 
sume the duties of both, i.e. grant licenses and visit schools, and boards of su- 
pervisors could in their discretion appoint two county superintendents in coun- 
ties of more than one hundred and fifty school districts. In 1854 the State su- 
pervisory power was separated from the office of Secretary of State, and the office 
of Superintendent of Public Instruction created. In 1856 the present school 
commissioner system was made to supersede that of town superintendents. 
Two questions relating to supervision have been, among teachers, prominent 
topics of discussion — one whether some scheme of town supervision subject to a 
county authority would not be an improvement, and the other whether the Re- 
gents of the University would not make a better supervisory body for the State, 
the duties of State Superintendent of Schools to be performed by the secretary 
of the Regents. 

The qualifications of teachers has been a question that has been much debated. 
In the report of the commissioners appointed under the Act of 1811, " to report 
a system for the organization and establishment of common schools, much stress 
was placed upon this all-important requisite. ' The Legislature will perceive,' 
in the system contained in the bills submitted to their consideration, that the 
commissioners are deeply impressed with the importance of admitting, under the 
contemplated plan, such teachers only as are duly qualified." 

As a means to the improvement of teachers' qualifications, a legislative enact- 
ment of 1S34 provided that the surplus income of the literature fund beyond the 
sum of $12,000 -should be distributed to such academies as the Regents might 
select, for the exclusive purpose of educating common-school teachers. 

In May, 1844, a bill passed providing for the establishment and support of a 
normal school, to be located at Albany. Teachers' institutes, to improve the 
qualification of teachers, were begun in 1843, J. S. Denman, Superintendent of 
Tompkins County, being largely instrumental in their establishment. The first 
institute was opened at Ithaca, April 4th, 1843, Salem Town, David Powell, and 
James Thompson being instructors and lecturers. The " Act for the establish- 
ment of Teachers' Institutes" was passed in 1847, and it was not long before 
they had become a recognized institution in the educational work of the State. 
The following list includes those who have served in the State of New York as 
instructors or conductors of institutes as a profession : 



FREDERICK S. TEWELL. 
JONATHAN TENNEY. 
ESMOND V. DE GRAFF. 
MRS. NELLIE LOYD KNOX. 
A. J. ROBB. 



HENRY R. SANFORD. 
CHAS. T. BARNES. 
WARREN HIGLEY. 
DAVID B. CRUTTENDEN. 
MRS. L. H. CRUTTENDEN. 



! See Randall, p 105 ; also Report by Jas. H. Hoose on Supervision, 1879. 



M 



EARLY ASSOCIATIONS AND MEASURES. 



CHAS. T. POOLER. 
HENRY C. NORTHAM. 
ANNA R. DIEHL. 
MINA F. METCALF. 
CHAS. H. VERRILL 
O. H. FETHERS. 
M. M. BALDWIN. 
JEROME ALLEN. 



J. WINSLOW. 
MRS. MARY S. HOWELL. 
RUGGLES E. POST. 
JAMES JOHONNOT. 
JOHN KENNEDY. 
JOHN H. FRENCH. 
FRANCIS P. LANTRY. 



The last four are now regularly employed in institute work. Sketches of sev- 
eral of the number will be found in the appendix. 

On the 12th of April, 1848, the Legislature passed the " Act for tin- permanent 
establishment of the Albany Normal School." The need of more normal schools 
was soon felt, and an act was passed in 1866 for the establishment of four 
" normal and training schools for the education and discipline of teachers for 
the common schools of this State." 

Dr. Malcomb MacVicar, afterward principal of the Potsdam Normal School, 
and Edward A. Sheldon, subsequently principal of the Oswego Normal School, 
were chiefly instrumental in bringing this about. Normal schools were estab- 
lished at Brockport, Cortland, Fredonia, and Potsdam, and under the general 
provisions of the same act three others were added — those at Buffalo, Geneseo, 
and Oswego. 

The following is a list of normal school principals in the State of New York. 
Sketches of these gentlemen, not elsewhere given, will be found in appendix : 



DAVID P. PAGE. 
GEORGE R. PERKINS. 
SAMUEL B. WOOLWORTH. 
DAVID H. COCHRAN. 
OLIVER AREY. 
DR. JOSEPH ALDEN. 
EDWARD P. WATERBURY. 
MALCOLM McVICAR. 
EDWARD A. SHELDON. 



GEN. T. J. MORGAN. 

c. d. McLean. 

JOHN W. ARMSTRONG. 

F. B. PALMER. 

J. H. HOOSE. 

HENRY B. BUCKHAM. 

WM. J. MILNE. 

H. R. SANFORD. 

JAS. M. CASSETY. 



Akin to the subject of qualifications is that of teachers' certificates and licenses. 
Granted to applicants at first (1795) by town " commissioners," then (1839) by 
Boards of Visitors, next (1841) by " deputy superintendents," and finally (1856) 
by school commissioners, there have been presented from lime to time schemes 
for improving the methods by which these documents shall be received. 

The custom of granting certificates on recommendation, formerly indulged in 
by State superintendents, was finally supplanted by State examinations. The 
system of Regents' examinations having been established in 1866, proposals at 
various times have been made to make these examinations a preliminary requi- 
site to a teacher's certificate. 

A question of fundamental importance has arisen in connection with the law 
of 1853, providing for the establishment of Union Free Schools, which permits 
the inhabitants of any school district or districts to provide for free instruction 
and defray the expense by tax. By this provision a union of academical and 
primary departments is permitted, and a higher grade of instruction secured than 
could otherwise be obtained, except in academies and private schools. This 
privilege has been a fruitful source of discussion, opponents of the measure 
claiming that the State should not be required to pay for instruction of a higher 
grade than required for citizenship, and defenders of the system claiming that 
every branch tends to that end. 

As books are so largely the basis of educational work, the subjects of school 



EARLY ASSOCIATIONS AND MEASURES. 15 

libraries and text-books could not fail to be productive of discussion. We shall 
find various questions in the State Association arising with reference to these 
two topics, as we also shall with regard to the attendance of pupils, matters of 
religion and matters of health — all of which are worthy the serious attention of 
the friends of education and progress, though to the casual observer they ap* 
pear as dry as summer's dust. 



CHAPTER II 

ORGANIZATION AND FIRST DECADE OF THE 
ASSOCIATION. 

First Meeting at Syracuse, 1845— Chester I>ewey — Second Meeting at Utica, 1846 — Joseph Mc- 
Keen — Third Meeting at Rochester, 1847 — Samuel B. Woolworth — Fourth Meeting at Auburn, 
184S — Charles R. Coburn — The Cholera Season— Fifth Meeting at New York City, 1850— John 
W. Bulkley — Sixth Meeting at Buffalo, 1851 — N. P. Stanton — Seventh Meeting at Elmira, 
1852 — Charles Davies — Eighth Meeting at Rochester, 1853 — Victor M. Rice — Ninth Meeting 
at Oswego, 1854 — Reuben D. Jones — Review of the Work. 

The Association was organized at a period when important political events 
were transpiring at home and abroad. It was the memorable year when Texas 
was annexed to the United States and war ensued with Mexico in consequence ; 
when the British Government had purchased the Danish possessions in India 
preliminary to assuming more complete control of that country ; when Sir John 
Franklin, with the Erebus and Terror, sailed on his Arctic voyage, never to re- 
turn. And who shall say, when measured by some absolute standard of value, 
when the comparative influence for good upon culture and progress is taken 
into account, that the organization of this society of teachers would not be en- 
titled to rank with the foremost events of the time ? 

At a meeting of the Albany County Teachers' Association, held March 29th, 
1S45, T. W. Valentine made a motion favoring the organisation of a Teachers' 
State Convention. This resolution was eloquently advocated by. Hon. Salem 
Town, and a committee, consisting of J. W. Bulkley, T. W. Valentine, E. P. 
Freeman, J. L. Chapman, and A. E. Patch, was appointed to correspond with 
teachers and make arrangements. 

Pursuant to public notice, a State convention of teachers assembled at the 
Congregational Church of Syracuse, on Wednesday,. July 30th, 1845, at 10 
o'clock A.M. 1 

The convention was organized by the appointment of Mr. William Ross, of 
Seneca (widely known from that day to the present as a well-meaning, blunt- 
spoken, and usually level-headed champion of the common school — a real old- 
fashioned schoolmaster), as President pro tern, and Mr. X. Haywood, of Rens- 
selaer, Secretary pro tern. The Rev. Mr. Piatt, of Syracuse, opened the pro- 
ceedings with prayer. 

Messrs. Marble, of Albany ; Cooper, of Westchester ; A. F. Hall, of Monroe ; 
Hutchins, of Tioga ; Scram, of Onondaga, were appointed a committee on nom- 
ination of officers. 



1 For a complete report of this Convention, see Teacheri Advocatt y vol. u, No. 1. 



ORGANIZATION AND FIRST DECADE. 17 

The committee presented a report, which was unanimously adopted, nominat- 
ing J. W. Bulkley, of Albany,, President ; Messrs. Barnes, of Monroe, Scram, of 
Onondaga, McKeen, of New York, and Earle, of Allegany, Vice-Presidents ; 
Messrs. Morris, of New York, and Wright, of Livingston, Secretaries. 

This convention continued in session two days. Among the important topics 
discussed were "Reading of Scripture in Schools," "Corporal Punishment," 
" Supervision," and " Teachers' Institutes." 

The following were the important resolutions adopted : 

Resolved, That, in the judgment of this convention, the time-honored custom 
of opening our schools by reading appropriate passages, of the Holy Scriptures 
is one productive of the most salutary results, and not to be abolished without 
incalculable injury to the rising generation. 

Resolved, That the educational wants of this State require at the hands of its 
practical educators more united and vigorous effort, and that the best means of 
imparting a living energy to the great business of instruction will be secured by 
a State Teachers' Association and the publication of a teachers' paper. 

Resolved, That where pupils fail of self-control, the authority to control rests 
with the teacher, and it is his duty to exercise it ; and while he should seek to 
govern with all possible mildness, there are cases where the use of the rod is 
necessary, and in entire accordance with the law of kindness. 

Resolved, That the interests of education in our State would be greatly pro- 
moted by a separation of the offices of Superintendent of Common Schools and 
Secretary of State. 

Resolved, That as, in our opinion, he only who is or has recently been a prac- 
tical instructor of youth is qualified to judge of the wants of our schools, there- 
fore the Superintendent should be appointed from among our most efficient and 
practical teachers. 

Resolved, That the granting of licenses to those of the same calling is the ap- 
propriate sphere of teachers, and is no more than is accorded to all other profes- 
sions respectively. 

A committee appointed drew up a constitution, substantially the same as it is 
at present, "the first article adopting the present name of the Association. A peri- 
odical was also established, called the Teachers' 1 Advocate, with Mr. Edward 
Cooper as editor. 

Alter the convention resolved itself into a State Teachers' Association, Mr. 
William Barnes, of Rochester, was temporarily placed in the chair, Mr. David 
Parsons, of Onondaga, appointed Secretary, and Mr. H. S. McCall Assistant 
Secretary. 

On motion of Dr. Osborn, a committee of five was appointed to report names 
of officers for the association — viz., Valentine, McKeen, Earle, Howe, and 
Woolworth. The committee reported as follows : Chester Dewey, of Roches- 
ter, President ; J. W. Bulkley, William Belden, J. W. Earle, and W. H. Scram, 
Vice-Presidents ; E. Cooper, Corresponding Secretary ; John Wright, Record- 
ing Secretary ; Dr. Osborn, of Utica, Treasurer. 

The Association adjourned to meet in Utica. 

The following persons are known to have been present and to have partici- 
pated in the organization of the first meeting of the New York State Teachers' 
Association : J. W. Adams, Onondaga ; C. H. Anthony, Albany ; E. S. Adams, 
Barnes, Monroe ; Bennett, Livingston ; A. R. Boyle, Burnett, Onondaga ; E. 
Cooper, Westchester ; F. Cooper, Onondaga ; G. P. Cook, Onondaga ; E. W. 
Curtis, Onondaga ; L. Cobb, New York ; J. L. Chapman, Albany ; W. W. C. 
Dow, Schoharie ; C. Dewey, Rochester ; Day, Tompkins ; Earle, Allegany ; Pro- 
fessor Emerson, Boston ; E. P. Freeman, Albany ; Field, New York ; Xenophon 
Haywood, Rensselaer ; A. F. Hall, Monroe ; Hutchins, Tioga ; William Hop- 
kins, Cayuga ; H. H. Hawley, New York ; E. Hazen, New York ; A. T. 
Hazen, New York ; Hughes, Albany ; Henry, Herkimer ; Johnson, Monroe ; 
Marble, Albany ; Joseph McKeen, New York ; Morris, New York ; J. W. Mc- 



iS ORGANIZATION AND FIRST DECADE. 

Elligott, New York ; H. S. McCall, Albany ; C. Mortimer, Muzzy, Oswego ; 
Dr. Osborn, Oneida ; J. Perkins, Oneida ; Parsons, Onondaga ; M. A. Pierce, 
Wyoming ; O. B. Pierce, agt. Mitchell's Geog. ; A. F.. Patch, Albany ; Will- 
iam Ross, Seneca ; Rice, Montgomery ; A. G. Salisbury Onondaga ; Stevens, 
Schenectady ; Daniel Shepard, Delaware ; W. H. Scram, Onondaga ; Oliver 
Teall, Onondaga; A. L. Swift, New York; M. Strong, New York; Steele, 
New York ; J. F. Scribner, New York ; Sweet, New York ; C. W. Saunders, 
New York ; Swift, Ontario ; Thomas W. Valentine, Albany ; Wright, Living- 
ston ; S. B. Woolworth, Cortland ; A. D. Wright, Oneida ; AVilson, Ontario ; 
O. O. Wickham, R. Woolworth, Onondaga ; N. P. Stanton, Onondaga. 

CHESTER DEWEY, 

the first ehcted President of the Association, " was not only a typical teacher," 
says President Anderson, " but he also held a distinguished position among the 
few who, at an early day, cultivated and organized the study of natural science 
in America." 

He was born in Sheffield, Mass., October 25th, 1784. He fitted himself to 
enter Williams College in his eighteenth year. He graduated in 1S06, first in his 
class. He was, at the age of twenty-four, appointed tutor in Williams College, 
and after two years was elected Professor of Mathematics and Natural Philoso- 
phy, which position he held for seventeen years. Resigning the chair in 1827, 
he removed to Pittsfield to take charge of a new gymnasium established there. 
At the end of this period, in connection with Professor N. W. Benedict, he took 
charge of the Rochester Collegiate Institute, where he remained for fourteen 
yeais. In 1850, upon the establishment of the University of Rochester, he was 
elected Professor of Chemistry and Natural History. For more than ten years 
he discharged the duties of that chair successfully, retiring from active life at the 
age of seventy-six. He was an enthusiastic teacher, a man of great breadth of 
scholarship, and for his scientific attainments deserves rank among the first men 
of this country. 

His ideal in education is well illustrated by these words, used by Professor 
Dewey at the Syracuse Convention, July 30th, 1845 : " Our religious principles 
demand knowledge. To be devout worshippers of the Infinite Mind, there must 
be extended knowledge of his works and word. Ignorance consists perfectly 
with bigotry, superstition, and fanaticism, but intelligent and exalted worship 
demands the light of truth and wisdom. True knowledge alone does not make 
the heart good ; but it ever exalts and ennobles the good heart, and is fitted to 
excite to higher aspirations after goodness. 

" Our political principles demand knowledge. Rights originate in our rela- 
tions. The appreciation of rights cannot be made by ignorance. The security 
of them makes knowledge essential. For self-government, rights must belong 
to all the people ; and for self-improvement, these rights must be secure to all 
the people. The people profess and exercise original rights and powers. To 
be qualified for all this, the people must have knowledge, and they have pro- 
vided for it in their laws." 

Said Joseph McKeen, in a biographical sketch of Professor Dewey subsequent 
to his election as first President of the Association : " Perhaps it would be diffi- 
cult to find an individual who has by personal effort done more for the general 
cause of education in our country than the President of our State Society of 
Teachers." 

He died on the 15th of December, 1869, in his eighty-third year, retaining the 
freshness and vigor of his mind even up 10 the time of his death. 

FIRST ANNIVERSARY. 

The next meeting of the Association was held in the city of Utica, August 19th 
and 20th, 1846, Mr. Bulkley, first Vice-President, presiding. After devotional 



ORGANIZATION AND FIRST DECADE. 19 

exercises, the Secretary read a letter from the President stating the impossibility 
of his attendance at the Association, and expressing his regrets in consequence. 
He encouraged the Association to keep a good heart in its " arduous and re- 
sponsible work." 

Addresses were delivered by Messrs. Salem Town, D. P. Page, Rev. Mr. Mc- 
Ilvaine, and Hon. A. Stewart. Letters were read from Horace Mann, Ira 
Mahew, Henry Barnard, John Beck, and other distinguished educators,express- 
'ing their hopefulness for the future of the Association. 

Important resolutions were passed : Disapproving of the diversion of the Liter- 
ature Fund and United States Deposit Fund from the colleges and academies of 
the State to the common schools ; declaring that the Scriptures ought to be 
used as means of moral instruction in the school ; advocating the establishment 
of Teachers' Institutes, and appointing a committee to memorialize the Legisla- 
ture in behalf of the measure (Messrs. Salem Town, S. S. Randall, and S. W. 
Clark); recommending the establishment of teachers' seminaries, six or eight 
in the State, whose diploma should be the professional basis ; for the publica- 
tion of a teachers' library ; recommending that the schools be made absolutely 
free ; adopting a report favoring union schools ; separating the office of Super- 
intendent of Schools from that of Secretary of State. 

The Association was a decided success. Says Mr. Cruikshank : " The history 
of the year reveals the growth of an enlightened sentiment, and the convocation 
at Utica exhibited nearly two hundred names of active and enlightened educa- 
tors, many of whom remain to this day in the profession of their choice. The 
existence of the organization was placed beyond any contingency. The columns 
of the Teachers' Advocate report for the year not less than twenty Teachers' In- 
stitutes and a large number of associational meetings. Other States had seen 
the far-off gleaming of our camp-fires, and were beginning to pitch their tents 
and prepare for the campaign." 

The following officers were elected at this meeting : Joseph McKeen, Presi- 
dent ; T. W. Valentine, William Barnes, and H. Mandeville, Vice-Presidents 1 
Edward Cooper, Corresponding Secretary ; William Hopkins, Recording Sec- 
retary ; and X. Haywood, Treasurer. The meeting adjourned to meet in 
Rochester. 

JOSEPH APKEEN 

had previously pursued a long and honorable career as teacher, superintendent, 
and editor. 

Says Professor North : " When measured by the gauge of intellectual brill- 
iancy and rhetorical power, Joseph McKeen's character was not striking. But 
tried by the Christian standard of greatness — and that is the truest standard — it 
is shrined in the memory of his pupils, fellow-teachers, and friends as a crystal 
without a flaw, reflecting the white light of the Sun of righteousness. Such 
spotless integrity, such purity of thought and feeling and speech, such sweetness 
of conversation and self-denying courtesy rarely do we meet with." He was 
one of the editors of the Teachers' Advocate, the first organ of the Association. 
His death occurred in New York, in April, 1S56. In his address at the 

SECOND ANNIVERSARY, 

held in Rochester, August 4th, 1847, Mr. McKeen said : " I can conceive of no 
practicable or legitimate means that so commends itself to my understanding as 
a proper combination among teachers and the friends of sound education ior 
elevating the standard of instruction. We want a system that shall be essen- 
tially American— a system that shall be ample, national, and catholic ; having 
respect for the principles of religion, and for the equality of civil rights among a 
whole people ; without any lords temporal or lords spiritual to prescribe or 
control in its management ; a system in which the best good of the greatest 



20 ORGANIZATION AND FIRST DECADE. 

number is consulted, in which the interest of the public, the interest of the 
learner, and the interest of the teacher shall be identical. When such a system 
shall be fully developed by wise and practical men, there is no limit to be set to 
the modes and forms by which, in the course of an education, the pure princi- 
ples of an elevated patriotism may be illustrated, all narrow sectarian preju- 
dices may be softened down or rooted out, and the great body of the people be- 
come homogeneous, intelligent, and happy." 

Addresses were also delivered at this meeting by J. W. Bulkley, on The 
Bible as a Text-Book ; J. N. McElligott, on Language ; and by Dr Proudfit, of 
New Jersey. The following reports were presented : On the Study of the 
Natural Sciences, by J. H. Partridge ; Ventilation and Warming of School- 
Houses, by J. W. Bulkley ; Moral Education, by E. M. Rollo ; Reformatory 
Schools, by O. W. Morris ; Emulation in Schools, by W. C. Kenyon ; Teachers' 
Institutes, by Salem Town ; Female Teachers, by Miss E. Oram, of New York ; 
The Teacher's Profession, by S. W. Clark. 

A committee was raised to secure an act of incorporation, which should grant 
to the Association power of licensing teachers, conferring degrees, etc. 

In April of this year, Mr. McKeen had started a monthly journal in New 
York, called the American Journal of Education, of which four numbers were 
published. After the meeting of the Association the Aavocate and the Journal 
were united, and subsequently published by Mr. McKeen. 

Resolutions were passed by the Association this year urging the necessity of 
properly ventilated school-rooms, and censuring teachers who neglected to in- 
form themselves in regard to this subject ; favoring instiuction in natural science 
and in schools, and affirming the importance of a knowledge of such sciences to 
those wishing to become successful teachers ; asserting that moral instruction 
should form an essential branch of education in all schools, ^and that such in- 
struction should be based on the Bible ; thanking the Hon. Salem Town for his 
efforts in securing from the Legislature an appropriation for Teachers' In- 
stitutes. * 

The following officers were elected : President, Samuel B. Woolworth ; Vice- 
Presidents, C. H. Anthony, L. Hazeltine, J. S. Boyd, and H. G. Winslow ; Cor- 
responding Secretary, Joseph McKeen ; Recording Secretary, S. W. Clark ; 
Treasurer, F. Cooper. 

SAMUEL B. WOOLWORTH. 

Mr. Woolworth was born in Suffolk County, Long Island, December 15th, 
1800. He graduated from Hamilton College in 1S22. He taught two years in 
Monson, Mass., and six years thereafter was principal of the Onondaga Valley 
Academy. From 1830 to 1852 he was principal of the Homer Academy. Dur- 
ing this period of twenty-two years he is said to have educated no less than 
5000 young men and women. For four years he was principal of the State 
Normal School at Albany, and from 1856 to the time of his death was secre- 
tary of the Regents of the University of this State. 

His course was one of practical usefulness for more than half a century. His 
life well exemplified the language used by him in his inaugural speech at 
Auburn : 

" In the character of the teacher may be read the character of the scholar. 
It is, in fact, his object to make his pupil like himself. What, then, should the 
teacher be in his spirit, in his influence, in his life ? An example to be known 
and read of all men. In preparing himself for his high vocation, the teacher has 
a great work to perform. He must know his own character, and that he has a 
calling to the work. He 'must cultivate his own powers by untiring study. He 
must possess a quick discernment of character in all its phases, and be ready to 
adapt himself to its ever-varying forms, as they rise before him. 




SAMUEL B. WOOLWORTH. 




CHARLES R. COBURN. 



ORGAN IZA TION AND FIRST DECADE. 21 

" These are personal qualifications which are to be acquired, but cannot be 
imparted. There are, however, influences which may most favorably affect the 
character of the teacher, elevate the profession, increase its power, and secure 
its usefulness." 

THIRD ANNIVERSARY. 

The Auburn meeting was held August 2d, 1848. 'The following persons ad- 
dressed the Association : The President, Professor Lowe, of Geneva, and Mrs. 
Emma Willard. Reports were presented as follows : W. C. Kenyon, on Emu- 
lation in Schools ; N. Brittan, of Wayne, on Union Schools ; J. W. Bulkley, on 
Ventilation of School-Houses, also on Incorporating the Association ; Charles 
R. Coburn, on Mathematics (especially on Mental Arithmetic) ; Henry Howe, 
of Canandaigua, on School System of the State (against normal schools, and 
in favor of teachers' classes in academies) ; William P. Lyon, of Westchester, 
on a System of Education for Common Schools ; Mr. Smeaton, of New York, 
and Professor Jewell, on the Study of the English Language ;■ Henry Mande- 
ville, on Elocution. These reports exhibit a great deal of ability and care in 
their preparation, and gave rise to earnest debate. 

The following were among the resolutions passed : Asking the Legislature to 
increase its munificence to high schools and academies, better enabling them to 
prepare common-school teachers ; expressing the sorrow of the members at the 
death of D. P. Page, the devoted and efficient principal of the State Normal 
School, and their deep sympathy for the bereaved family and widow. 

Officers were elected as follows : President, Charles R. Coburn ; Vice-Presi- 
dents, N. Brittan, W. W. Newman, W. C. Kenyon, H. Howe ; Corresponding 
Secretary, Joseph McKeen ; Recording Secretary, James Johonnot ; Treasurer, 
Thomas W. Field. 

During this year educational associations were held in Maine, Connecticut, 
Massachusetts, Vermont, Illinois, Michigan, Maryland, and other States. The 
meeting of the North-Western Educational Society at Detroit, August 16th and 
17th, was largely attended, and the proceedings were of the highest interest. 
New York ranked third in point of the number of delegates in attendance. They 
were as follows : Ira Patchin, J. B. Thomson, Solomon Jenner, Edward Hazen, 
J. W. Bulkley, J. C. Sanders, N. S. Stanton, Lewis Cornell, E. Gray, and A. 
S. Barnes. 

CHARLES RITTENHOUSE COBURN 

was born in Warren, Bradford County, Pa., June 3d, 1809. He began teaching 
school when he was fifteen years old, and taught until May 4th, 1S57, when he 
was elected County Superintendent of Bradford County, Pa., in which office he 
served two terms of three years each, when he was appointed State Superinten- 
dent of Pennsylvania by Governor Geary. He died in Nichols, Tioga County, 
N. Y. , March 5th, 1S69, aged fifty-nine years. 

In his inaugural speech at New York, Mr. Coburn referred to the growth and 
object of the Association in these words : " We have entered upon a new era in 
the educational history of our State. Since we last met as a convocation of 
teachers, the Legislature has enacted a ' free school ' law, which was submitted 
to the electors of the State for their rejection or approval. The majority in 
favor of free schools was overwhelming, the law was found to be imperfect in 
some of its details, and petitions for its repeal or amendment flowed in upon 
the next Legislature from every section of the State ; but that Legislature, in- 
stead of responding to the petitions, either for alteration or repeal, saw fit, in 
their wisdom, to resubmit the same law with its objectionable features to the 
people, to be voted upon again this fall. Thus those who believe that the most 
direct method by which they can support the principles of free schools is to 



22 ORGANIZATION AND FIRST DECADE. 

sustain the present law, are again called upon to stand forth manfully and 
boldly in the support of the great cause of universal education. 

" Let not our zeal grow cold, or our steps falter in this good cause, until 
knowledge shall be as free to every child in this great State as the air that sur- 
rounds us, the light of the glorious sun that discloses to our delighted view the 
beauties and grandeur of J.he universe, the rain that descends in gentle showers 
to fertilize the earth, or the flowing streams that rush in resistless torrents down 
our mountains or wander silently through our fertile valleys." 

FIFTH ANNUAL MEETING. 

On account of the prevalence of cholera in New York City, where the meeting 
was appointed to be held, the Association did not meet in 1849. The fifth an- 
nual meeting was held in that city August 7th and 8th, 1S50. Among the chief 
characteristics of this meeting may be enumerated the following : An able ad- 
dress by Professor Tayler Lewis of Union College, on the Synthetic and Ana- 
lytic Modes of Teaching. This gave rise to the appointment of a committee to 
teport at a subsequent meeling. The Association gave enthusiastic support to 
a series of resolutions relative to the Free School law, which was to be sub- 
mitted to the people, the second time, at the fall election. The constitution of 
the Association was amended, making county associations auxiliary to the State 
Association, and a great impetus was given during the year following to these 
organizations. Hon. Henry Barnard, of Connecticut ; Hon Ira Mayhew, of 
Michigan ; Professor Henning, of Toronto, and M. Henri Hirzel, of Switzerland, 
were present as visitors and addressed the Association. Addresses were also 
delivered by the President, Charles R. Coburn, T. W. Valentine, J. D. Thom- 
son, D. P. Lee, and W. F. Phelps, and an essay by Miss Susan Bandelle, of 
Chautauque, was read by Mr. Kennedy. The meeting was one of great interest, 
and has been fruitful in good results. 

On the 28th of August in this year, the American Association for the Ad- 
vancement of Education was organized in Philadelphia, Rev. Dr. Nott presid- 
ing. This association continued in existence till 1S58. 

The most important resolutions passed by the New York meeting were the 
following : 

Resolved, That this body recommend their fellow-teachers in the State, and 
their fellow-citizens generally, to give their approbation and support to the Free 
School law, again to be submitted for their decision. 

Resolved, That an important principle is embodied in said law — viz., educa- 
tion for all ; and hence, whatsoever defects may be found to be connected there- 
with should not be permitted to sacrifice a high educational principle, but should 
undoubtedly be remedied by after-legislation. 

The following officers were elected : President, John W. Bulkley ; Vice-Pres- 
idents, N. P. Stanton, George Spencer, O. W. Morris, and X. Haywood ; Cor- 
responding Secretary, Joseph McKeen ; Recording Secretary, N. W. Benedict ; 
Treasurer, Thomas VV. Field. 

JOHN WILLIAMS BULKLEY. 

Mr. Bulkley's early teaching was in Fairfield, Conn., the place of his birth. 
Thence he removed in 1832 to Troy, N Y., where he opened a private school. 
He afterward taught in the Albany public schools, and in 1S51 became principal 
of one of the public schools of Brooklyn. In this city he was elected City 
Superintendent in 1S54, and re-elected annually to that position until 1S73, when 
Mr. Field was made Superintendent of Public Instruction, and Mr. Bulkley As- 
sociate Superintendent. This position he now occupies. 

Mr. Bulkley has written and published numerous articles, chiefly on educa- 
tional subjects, and has not been averse to cultivating the muses. 




-;?? 






J. W. BULKI.EY. 




NEHEMIAH P. STANTON. 



ORGANIZATION AND FIRST DECADE. 23 

The following hymn may be found set to music in Bradbury's " Musical 
Gems :" 

DEDICATION HYMN. 

BY J. Wi BULKI.EY, WILLIAMSBURGH. 

Father, hear! to Thee we raise 
Grateful songs and hymns of praise ; 
Let thy blessing on us rest, 
With thy smile may we be blest. 

Thanks to Thee, our Father kind, 
That provision for the mind 
Thou hast made, and to us giv'n 
In thy love, as rich as Heav n. 

Here a fount is opened wide, 
All the streams are well supplied ; 
Fresh and free as mountain air. 
All who will, may come and share. 

Thou hast giv'n us friends most dear, 
Parents, teachers, loved ones here, 
Who for us both watch and pray, 
And instruct us every day. 

Give us grace to heed their voice, 
And may wisdom be our choice ; 
Onward press, and upward move, 
Blessing all by deeds of love. 

Thus we'll hope to do thy will, 
In the world our part fulfil; 
And when life's brief hour is o'er, 
Meet in Heaven, and love Thee more. 

SIXTH ANNUAL MEETING. 

The meeting was held in Buffalo, commencing August 6th, 1S51. In his 
opening address, the President, J. W. Bulkley, gave a synopsis of the educa- 
tional progress of the past fifty years. Addresses were delivered by Rev. G. VV. 
Kosmer, of Buffalo, on the Ideal of Teaching : Nathan Hedges of Newark, N.J., 
on Motives to Study ; Dr. T. S. Lambert, then of Mass., on Physiology ; N. 
W. Benedict, of Rochester, on Intelligence and Moral Discipline ; Miss M. J. 
Radley, of Buffalo, read a poem, on " A Word, its Influence ;" Orson Kellogg, 
of New York, reported on the Analytic and Synthetic Modes of Teaching. This 
report elicited a prolonged and spirited discussion. A committee of five was 
appointed to report at next meeting on Teachers' Institutes, and to inaugurate 
such measures as to give greater efficiency to these organizations. A large 
number of delegates were in attendance from other States, who took an active 
part in the deliberations. 

The following officers were elected : President, N. P. Stanton ; Correspond- 
ing Secretary, J. N. McElligott. 

NEHEMIAH PALMER STANTON 

was born in the town of Pompey, county of Onondaga, and State of New York, 
on the 22d day of February. 1823. He received his school education at the 
Syracuse Academy, where he prepared for admission to the Sophomore class of 
Hamilton College. He left the Academy at the age of 16 and commenced 
the study of medicine with Dr. Stewart of Syracuse. Feeling a distaste for 
the practice of this profession, the next year he began reading law in the office 
of Jas. R. Lawrence of Syracuse. His first experience as a teacher was the fol- 
lowing winter, in a small district school in the vicinity of Syracuse. He taught 



24 ORGANIZATION AND FIRST DECADE. 

winters and read law summers for the next three years. Becoming attached to the 
work, he gave up his law studies, and for the next ten years devoted his entire 
time to the business of teaching. So devoted was Mr. Stanton to his avocation 
that his annual vacations were spent in travelling, visiting schools, teachers' 
institutes, and conventions in his own and other States. 

He took an active interest in all these organizations. Mr. Stanton's contri- 
butions to the press assisted much in the establishment of a free-school system 
for the city of Syracuse. In Buffalo he held the position of principal in the 
Third Department of the High School, which he resigned to take charge of the 
Brockport Collegiate Institute, at the commencement of its second year. The 
school was in a highly flourishing condition when the building was destroyed by 
fire. Funds for rebuilding were raised, largely through his influence, and the 
building was erected, which has since been enlarged and used as a normal school. 

During the erection of the new building he was sent to the legislature as repre- 
sentative of the district. Upon the completion of the new college building, 
Mr. Stanton opened the school, but decided to close his career as a teacher. He 
was selected as deputy Secretary of State by Mr. Headley. 

At the expiration of his term of office he was elected as a director and presi- 
dent of the La Crosse and Milwaukee Railroad Company, now the Chicago, 
Milwaukee, and St. Paul road, which position he held for several years. 

While in Buffalo he had the degree of A.M. conferred upon him by Hamilton 
College, and while in the office of Secretary of State he received credentials 
from the Justices of the Supreme Court licensing him to practise as attorney. 
Since leaving the teacher's profession, some thirty years ago, he has been en- 
gaged in various kinds of business. 

At one time he was interested with others in a plantation of twelve hundred 
acres of cotton and twelve hundred acres of corn in the State of Arkansas, 
which he personally superintended. He was an active member of the New 
York Stock Exchange for several years ; he recently sold his membership for 
$29,500. He was also supported as a candidate for Superintendent of Public 
Instruction at the time of Mr. Gilmour's first election. 

Whether teaching, railroading, farming, or banking, certain characteristics 
never forsook him. He was always kind and charitable to the poor, respectful 
and affectionate to the aged, devoted to the young, and idolatrous to babes. 
While holding the position of President of the National Rifle Association, 
which office he held three terms, one of the New York papers speaks of him as 
follows : 

" Hon. N. P. Stanton, the President of the National Rifle Association, is an 
active member of the New York Stock Exchange. As a ' shootist' he has no 
particular record, though in the Annual Directors' Matches he makes an average 
score. He owes his official position to the interest he has always taken in the 
success of the Association, his great executive ability, and his universal popu- 
larity. In early life he was foremost in the ranks of educators in our State, and 
in ' teaching the young idea how to shoot,' and now, on the shady side of fifty, 
we find him teaching Mr. Soldier how to shoot. As a disciplinarian he was 
unequalled then, as an executive officer he has few superiors now." 



THE SEVENTH ANNUAL MEETING 

met in the Presbyterian Church at Elmira, Wednesday, August 4th, 1852. In 
his introductory address, Mr. Stanton said : 

" The objects of our Association are the interchange of thoughts and views 
by lectures, discussions, etc. We meet also to discuss legislative proceedings 
in regard to the cause of education in our State. We meet, too, for social 
culture, to become better acquainted with each other, and thus cheer and en- 
courage one another in our labors." 




CHARLES DAVIES. 



ORGANIZATION AND FIRST DECADE. 25 

Addresses were delivered by C. H. Anthony, on Sanctions of Law ; A. 
J. Upson, of Hamilton College, on the English Language, its history, character- 
istics, and peculiarities in this country ; George Spencer, of Utica, en Thought 
and Language relatively considered ; Tra Mayhevv, State Superintendent of 
Michigan, on County Superintendency and Teachers' Institutes ; and Rev. Dr. 
Murdock, of Elmira, on Education Developed by New Arts and Discoveries. 

The report of W. W. Newman, of Buffalo, on Union and Central High 
Schools, and that of Mr. Nunda, of Livingston County, on Teachers' Institutes, 
were received with special favor. 

The following resolutions were among the most important : 

Resolved, That a paper be established, to be called The A r e7c> York Teacher, 
and that the ownership, and entire control be vested in the Association. (By 
the adoption of this resolution, The Teacher was established in October, 1852, 
with Mr. T. W. Valentine as resident editor and an editorial board of twelve 
assistants.) That in our opinion the establishment of teachers' institutes in each 
county in the Slate is much to be desired, as one of the most effectual means to 
advance the interests of schools. That we regard the teachers' department 
established in the different academies in this State, as well as the State Nor- 
mal School, as very important and essential institutions in preparing teachers 
for our schools ; that we recommend them to the generous and permanent pa- 
tronage and assistance of the State government ; and that from the cordial, re- 
ciprocal and hearty co-operation of normal schools, teachers' departments, and 
teachers' institutes we hope to realize the greatest good to all the schools. 

The following officers were chosen by the Association for the ensuing year : 
President, Charles Davies ; Vice-Presidents, W. D. Huntley, D. H. Crutten- 
den, E. A. Sheldon, and D. J. Hamilton ; Corresponding Secretary, T. W. Val- 
entine ; Recording Secretary, James Nichols ; Treasurer, J. H. Fanning. 

CHARLES DAVIES, 

widely known as mathematician and author as well as teacher, was born at 
Washington, Litchfield County, Conn., January 22d, 1798. He graduated from 
the West Point Military Academy in 1S15 and was assigned to duty as a lieuten- 
ant of artillery. The next year he was transfered to the corps of engineers 
and became an assistant teacher at West Point. 

He subsequently resigned his lieutenant's commission, and was made assist- 
ant professor of mathematics. In 1821 he became assistant professor of natural 
philosophy, and in 1823 he received a commission as professor of mathematics. 
His health failing, he visited Europe in 1837. He was appointed professor of 
mathematics at Trinity College on his return, but being threatened with a loss 
of health he resigned this professorship. He was paymaster in the army and 
treasurer at West Point till 1845, when he took the chair of mathematics and 
natural philosophy in the University of New York. His mathematical works, 
which he began to prepare early in his career as a teacher, engrossing his at- 
tention, he retired to Fishkill Landing to complete his series of text-books. For 
a period he was connected with the normal school in Albany and in 1873 became 
emeritus professor of higher mathematics in Columbia College. His death 
occurred at Fishkill, September 17th, 1876. 

EIGHTH ANNUAL MEETING. 

The eighth anniversary was held in the city of Rochester, August 2d, 1853. 
Able addresses were delivered at this meeting by the President, Charles Davies, 
on Conformity to Law in Education ; Henry Kiddle, on Motives to Mental Cult- 
ure ; A. J. Upson on Practical Education ; and by Mr. Ogden, on Method in 
Teaching. 



26 ORGANIZATION AND FIRST DECADE. 

A report on alteration in the present school laws, submitted by Mr. Coburn, 
caused an animated discussion. The creation of the office of State Superinten- 
dent, of County Superintendent, and the law apportioning school moneys on the 
basis of the school census, were considered and warmly approved. A report in 
favor of free public schools was read by Mr. W. W. Newman, and on motion of 
Professor Johonnot a resolution was adopted asking the Legislature to pass a 
general union free school law. An able address for distribution was also read 
by Professor Upson. 

The officers elected were : President, Victor M. Rice ; Vice-Presidents, J. R. 
Vosburg, Solomon Jenner, J. H. Hardy, and J. Winsldw ; Corresponding Sec- 
retary, T. W. Valentine ; Recording Secretaries, John H. Fanning, A. S. 
Palmer ; Treasurer, Oliver Morehouse. 

VICTOR M. RICE 

was born in Mayville, Chautauqua County, N. Y., April 5th, 1818. His father 
was Hon. William Rice, who was prominent among the early settlers of that 
day. He graduated from Allegheany College, Pennsylvania, in the year 1841. 
The following year he commenced the study of law in the office of William 
Smith, of Mayville, a course of study which he did not complete until several 
years later. In 1843 he removed to Buffalo, and was employed as teacher of 
Latin, penmanship, and book-keeping in the school of John Deow. The year 
following he became partner with Mr. Deow, and their school was called the 
" Buffalo High School." In 1846 he became editor of the Cataract, afterward 
the Western Temperance Standard. In 1848 he was employed in the Buffalo 
public schools, and in 1852 he was elected twelfth Superintendent of Schools for 
that city. Subsequently Mr. Rice was elected State Superintendent of Public 
Instruction. He presided at the meeting held in Oswego. 

That Mr. Rice entertained more than mere surface views on the subject of 
education may be seen from the following extract taken from his speech at 
Oswego : 

" Is our system of education in harmony with the laws of our nature, and thus 
promotive of the highest development to which we are susceptible ? Let us look 
at it and see. Let us deal frankly with its faults as well as its virtues. One 
defect is, that man revels in the pleasures of to-day. He seeks present enjoy- 
ment, and omits that solid discipline and frequent self-denial necessary to per- 
fect his nature. The cure for this is not only in the school-room, but in the fam- 
ily. Set before the child the example of Franklin and others, and the noble boy 
will say, ' I will try to be like him.' How like a lever is the human will ! It 
is the lord of circumstances. Resistance only calls forth its power. It is the 
locomotive that urges him along. Hence, get the will right. 

" Another defect in education is seen in the inordinate desire for wealth. In 
our northern latitudes we see it developed in commercial tact, that is at least of 
questionable virtue. In the sunny clime of the South it is seen in the evils of 
slavery. I would not object to the accumulation of a fortune, governed by a 
laudable purpose. The danger is to make gain our God. 

" The struggle to avoid labor is another indication of defective education. 
All were created for labor. The human constitution is so formed. Indolence 
carries in its train the destruction of power. It robs even physical enjoyments 
of their charm. The morn and the eve, the air, food, and water are most felici- 
tous to the son of toil. Everything in nature would cease without action. It is 
by elemental strife that nature is preserved. The ocean is kept pure and the 
air is made wholesome by action. Physical labor is often considered low and 
degrading. Ladies can play the piano, go shopping, and the like. Young men 
cannot engage in those enjoyments that tan the brow or toughen the cuticle. 
An intelligent merchant, a few days since, told me that scarcely a day passed 




VICTOR M. RICE. 



ORGANIZATION AND FIRST DECADE. 27 

without his receiving applications by parents to take into his store a son of un- 
common genius — one altogether too smart to work. Were I asked where the 
greatest amount of virtue and worth is to be found, I should answer, Among the 
common people." 

NINTH ANNUAL MEETING. 

At the ninth annual meeting, held in Oswego, August 1st, 2d, and 3d, 1S54, 
over which Mr. Rice presided, addresses were delivered by Marcius Willson, on 
Classification in Schools ; James Johonnot, on Geography ; W. D. Huntley, on 
the Union of the Practical and Theoretical in Teaching ; Horace Greeley, on 
the Teacher's Profession ; William Waring, on Agricultural Science ; Professor 
Taylor, of Albany, also delivered an address. Marcius Willson, of Allen's Hill, 
presented a prize essay on Practical Education, and Mrs. C. H. Gildersleve, 
of Buffalo, a prize poem. The Teacher's Mission. Mr. James Johonnot, of 
Syracuse, was appointed State agent of the Association at a salary of $1000 per 
annum. 

Resolutions were passed expressing the regret of the Association at the re- 
moval of Charles R. Coburn to another State, and making him an honorary 
member of the Association. Miss Susan B. Anthony presented a resolution in 
favor of women being represented among the officers of the Association, which 
elicited debate. Henry Howe. Esq., presented resolutions expressing approba- 
tion that the office of State Superintendent had been separated from that of Sec- 
retary of State. 

The tellers announced the result of the election as follows : President, Reuben 
Dean Jones ; Vice-Presidents, H. M. Aller, I. B. Poucher, S. S. Kellogg, Mrs. 
H. B. Hughes ; Corresponding Secretary, John H. Fanning ; Recording Secre- 
taries, D. S. Heffron, Daniel Cameron ; Treasurer, M. H. Beach. 

REUBEN D. JONES. 

Reuben D. Jones was born in Dover, Vt., November 13th, 1S15. His educa- 
tional advantages in early life were those which the district school of his native 
place afforded. Thoroughly imbued with the spirit of self-help, he engaged in 
studies by himself, and equipped himself as completely as was possible for the 
profession of teacher, in which he engaged for some years. 

After Mr. Jones had taught one or two terms in Vermont, he went in 1838 to 
Fulton County, N. Y. Here and in Montgomery County he remained teaching 
until 1841. Then he went to Livingston County, where he for six years de- 
voted himself to teaching. In 1847 he went to Rochester, and was editor of the 
Rochester Daily American for the two following years. 

In November, 1S49, he was made the superintendent of the public schools of 
Rochester, which office he held until 1855. With the exception of fifteen years 
spent as clerk of the Supreme Court of New York, he has been engaged in 
journalism. Before leaving his native State he had contiibuted frequently to 
the editorial columns of the Vermont Phoenix. Besides the Daily American, 
he has been connected as editorial writer with various journals, but chiefly 
with the Rochester Democrat and Chronicle, of which he was for a time managing 
editor, and where he is at present. 

The following very suggestive language was used by Mr. Jones in his speech 
at Utica : 

" The candidate for the teacher's profession should -carefully examine him- 
self. He should be able to decide within his own mind whether he possesses 
the essential qualifications for the business in which he would engage. If he 
feels that he is possessed of that power, if he have the elements of the true 
teacher, let him persevere and make every fact acquired subservient to his pur- 



28 ORGANIZATION AND FIRST DECADE. 

pose ; he will grow wiser and stronger by the showers and sunshine, philosophy 
bestows. 

" We have heard of the young lady who had finished her education and re- 
garded her books like the pattern of a last year's dress, fit only for lighting the 
fire. She is not alone in her glory ; she has a companion, though Dame Fort- 
une, for wise reasons, may never have joined their hands. It is the schoolmas- 
ter, who, having barely solved the intricacies of Daboll, and learned from Mur- 
ray that prepositions govern the objective, plumes himself upon his erudition, 
and imagines that he has reached the goal of all knowledge. New thoughts are 
forever banished from the pale of his oracular mind. 

" What has thrown such an odor of conceit around so many of the profession ? 
Why do they stand apart from the rest of mankind, and by their singularities 
provoke the pen of the satirist ? They promised fair in the morning of their 
career. Some were persons of high promise, giving evidence of superior intelli- 
gence and wisdom. They entered the profession, and ran well for a time. Ere- 
long they ceased to look ahead ; no new facts were gathered, and as every day 
demonstrated that they possessed knowledge vastly superior to those they were 
instructing, it was not long before all persons were regarded as equally infe- 
rior. The atmosphere they inhaled petrified their thoughts and habits. Intelli- 
gent men, of their own and other professions, did not regard them as the em- 
bodiment of wisdom, but rather as fossils of the school and its ideas where once 
they vegetated. Teachers, I beseech you, that however profound and varied 
the learning you now possess, however broad the fields of science and literature 
you may have explored, be not satisfied with present attainments. The world 
does not stand still, and so long as its physical revolutions are continued, so 
long will each recurring revolution spread out new fields of thought, and at the 
very time the progressive mind is prepared for their investigation." 

The Oswego meeting closes the first decade of the Association. We find dur- 
ing this period the influence of the Association exerted for good chiefly in two 
ways— first, by increasing the general knowledge of teachers through a larger 
acquaintance with each other's views and methods ; and secondly, by its effect 
upon educational progress in the State as evinced in legislation and increased 
interest among the people. 

The annual appropriation for teachers' institutes, the establishment of the Al- 
bany Normal School, the Free School Act, and the Union Free School Law were 
among the important measures of this period, all of which were materially as- 
sisted if not directly due to the efforts of the Association. A conflict at one 
time seemed likely to arise between the Association and the State Normal 
School when first founded, but it eventually disappeared. 



CHAPTER III. 

SECOND DECADE OF THE ASSOCIATION. 

Tenth Meeting atUtica, 1855— Leonard HaZeltine— Eleventh Meeting at Troy, 1856— Organization 
of Commissioners and Superintendents— Thomas \V. Valentine— Twelfth Meeting at Bing- 
hampton, 1857— National Teachers' Association— George L. Farnham— Thirteenth Meeting at 
Lockport, 1S58— Oliver Arey— Fourteenth Meeting at Poughkeepsie, J859— James N. McEUi- 
gott— Fifteenth Meeting at Syracuse, i860— Edward A. Sheldon— Sixteenth Meeting at Water- 
loo, 1861— James Cruikshank— Seventeenth Meeting at Rochester, 1862— F.merson C. Pomeroy 
—Eighteenth Meeting at Troy, 1863— James B. Thomson— Nineteenth Meeting at Buffalo, 
1864— Edward North — The University Convocation — Review. 

TENTH ANNUAL MEETING. 

The annual meeting of the Association was held in U.ica, beginning August 
1st, 1S55. 

In this year the world was watching with anxiety the result of the Crimean 
War, across the water, while in this country the agitations resulting from the 
passage of the Kansas-Nebraska Bill were exciting no less attention. Whether 
these matters had any influence or not, it is at least true that considerable feel- 
ing was engendered at this meeting, so that some even asserted it to be " a fall- 
ing off from the high tone and spirit that had characterized some of the former 
sessions." ' 

The duties of the presiding officer were unusually arduous. But the fairness and 
promptness which characterized his decisions gave perfect satisfaction. At the 
close of the meeting the contending parties united in resolutions complimentary 
to the chairman. " Few State conventions," said one of the Utica papers, " are 
so fortunate as to have a presiding officer of the ready decision and ability of 
Mr. Jones." 

The addresses delivered by E. Peshine Smith, Deputy Superintendent of Pub- 
lic Instruction ; ex-Governor Seymour, David B. Scott, Professor Ormiston, of 
Toronto ; Professor Davies, and Hon. J. D. Philbrick, State Superintendent of 
Connecticut, were of a high order of merit, and well received. 

After some discussion, the State agency was abolished. 

Resolutions were passed, recommending that institutes be held in every county 
in the State, and that teachers' classes of longer duration be formed wherever 
practicable ; also recognizing the importance of the office of County Superinten- 
dent, and pledging their influence to secure its restoration to our system of pub- 
lic instruction. 

The following officers were elected : President, Leonard Hazeltine ; Vice- 
Presidents, S. W. Clark, Edward North, E. A. Sheldon, and M. R. Atkins ; Cor- 

1 Neiu York Teacher for May, i860. 



30 SECOND DECADE OF THE ASSOCIATION. 

responding Secretary, Charles H. Anthony ; Recording Secretaries, A. G. Salis- 
bury, F. H. Weld ; Treasurer, M. H. Beach. 

LEONARD HAZELTINE. 

Leonard Hazeltine was born in Vermont in 1S03, and died at New York in 
August, 1874. He was of sturdy Revolutionary stock, his father being one of 
the " minute-men" who bravely met the veterans of Britain on the battle-fields 
of Lexington one hundred years ago. Mr. Hazeltine was emphatically a self- 
made man. Though brought up on a farm, in a comparatively new country, 
where the principal means for mental improvement were those furnished by the 
district school during two or three winter months, such was his industry and 
thirst for knowledge that he made himself competent to take charge of one of 
these institutions at a very early age. 

From childhood he had a decided taste for mathematical studjes, and by soli- 
tary personal application made such progress in them as soon placed him in the 
front rank of teachers. His fondness for the acquisition of knowledge, and 
pleasure in communicating it to others, induced him to devote himself to the 
profession of teaching. As a teacher he was patient and industrious. His 
method of imparting instruction was simple, clear, and logical, and he was noted 
for the impartial justice with which he administered discipline to offenders. 
After a shoit experience in the country he came to the city of New York, and 
was employed by St. John's Academy for seven years, the last five of which 
he was principal of the institution. In 1835 ne w as appointed vice-principal, and 
the next year principal of the school now known as Grammar School No. 13. 
Under his charge the school soon won a high rank among the schools of the 
city. He continued principal of this school until a few days before his death, 
when he was stricken down with paralysis. 

For nearly fifty-five years Mr. Hazeltine was a faithful and devoted teacher, 
and during this period had more than ten thousand pupils under his instruction 
and influence. The respect and confidence in which he was held by his em- 
ployers, his fellow-teachers, and his pupils are evinced by the numerous marks 
of esteem and distinction which they lavished upon him. It has rarely fallen to 
the lot of any teacher to secure so universally the good will of those with whom 
he has associated, as it did to Mr. Hazeltine. 

As a man Mr. Hazeltine was remarkable for his simplicity and transparency 
of character and his sound common-sense. As a citizen he was honest and 
honorable in his dealings with his fellow-men. He was free from envy and 
jealousy, and faithful to the many trusts committed to his care ; as a Christian he 
was untiring in his labors to relieve distress and improve the condition of the 
poor. In a word, he possessed in an uncommon degree those traits which go to 
make up the Christian gentleman. " The friend of all, the enemy of none." 1 

ELEVENTH ANNIVERSARY. 

The meeting for 1856 was held in Troy, August 5th, 6th, and 7th, L. Hazel- 
tine, of New York, presiding. The welcoming address was given by D. W. 
Tuthill, of Troy, President of the Board of Education. Mr. Hazeltine, in his 
inaugural, gave a sketch of the history and policy of the Association. The As- 
sociation was also addressed by M. P. Cavert, on Music, its Extent and Influ- 
ence ; Professor E. North, on American Scholarship ; Dr. T. S. Lambert, on 
the Syntax of Science ; Hon. S. S. Randall, on the Responsibilities and Duties 
of the Teacher ; S. B. Cole, on Elevated Aims of Life. Reports were submitted, 
by Mrs. Coleman, of Rochester, against Corporal Punishment; Miss Jennette 

1 From J. B. Thomson's Necrology Report. 




LEONARD HAZELTINE. 



SECOND DECADE OF THE ASSOCIATION. 31 

L. Douglass, on Physical Education ; Miss Susan B. Anthony, on the Education 
of the Sexes Together. These reports drew out a spirited discussion. At this 
meeting, the New York Teacher passed from the direct pecuniary management 
of the Association into the hands of James Cruikshank. LL.D., who assumed its 
liabilities, while the Association retained, through its Board of Editors, the entire 
control of its columns. The Teacher, however, continued to be the organ of the 
Association. 

During this session the school commissioners and city superintendents of the 
State met in Doolittle Hall and organized the Association of School Officers of 
the State of New York. This body has since met annually. It is not too 
much to say that the Teachers' Association and the New York Teacher did 
much to secure the passage of the act creating the office of School Commis- 
sioner, and quite naturally these officers have manifested a deep interest in the 
success of their alma mater. The Commissioners' Association was reorganized 
at Geneva in 1866, Charles T. Pooler being the first President of the new organ- 
ization. 

The following have been Presidents of the Association of School Commis- 
sioners and City Superintendents : Victor M. Rice, ex officio ; H. H. Van 
Dyck, ex-officio; John W. Bulkley, James Cruikshank, Charles T. Pooler, J. B. 
Wells, Edward Smith, Oscar F. Stiles, Andrew McMillan, Edwin A. McMath, 
Sidney G. Cook, George V. Chapin, Edward Wait, George T. Crumby (elect). 

Sketches of these officers, not given in the course of the history, may be found 
in the appendix. 

The officers elected by the Teachers' Association this year were as follows : 
President, Thomas W. Valentine ; Vice-Presidents, E. C. Pomeroy, W. H. 
Bannister, Henry Carver, and W. N. Reid ; Corresponding Secretary, James 
Cruikshank ; Recording Secretaries, N. F. Benson, Isaac Hobbie ; Treasurer, 
C. H. Anthony. 

THOMAS WESTON VALENTINE. 

The following modest sketch of the main incidents of his life was prepared by 
Mr. Valentine himself, for a genealogy of a branch of his family. 

" He commenced his career as teacher in the year 1836, in that part of Lan- 
caster, Mass., which is now included in the village of Clinton. In 1837-8-9 he 
taught in his native town ; in 1840, in the State of Pennsylvania (where the pres- 
ent wife of General John W. Geary was one of his pupils) ; in Ashland, Mass., 
in 1841, and in 1842 removed to Albany, N. Y., where he was principal of a 
public school .eleven years. He was superintendent of the Albany Orphan 
Asylum in 1853-4 ! was Alderman of the Ninth Ward in 1852-3-4 ; was editor 
of the New Yrk Teacher two years, and in 1855 became principal of public 
School No. 19, Brooklyn (now containing over 1000 pupils). He was also 
deacon, clerk, chorister, and Sunday-school superintendent of Baptist churches 
in Albany and Brooklyn for many years. 

" The only specialty he claims in his professional life is his efforts to excite 
more esprit de corps among teachers. In 1838 he called and presided over the 
first convention of teachers held in Worcester County. In 1845 he originated 
the New York State Teachers' Association, as mentioned in the previous chap- 
ter. In 1857, while President of this Association, he made the first movement 
which resulted in the organization in Philadelphia of the National Teachers' As- 
sociation, which is the largest and most important body of teachers in the world. " 

He was born at Northorn, Mass., February i6lh, 1818, and was therefore 
sixty-one years old at the time of his death. He had an engagement with Hon. 
M. O Keeffe, a member of the Loyal Committee of the school, at Mr. Richard 
Huntley's residence, at 7 o'clock. When he arrived there he was shown into the 
parlors to await Mr. O'Keeffe's arrival. As Mr. Huntley and his family were 



32 SECOND DECADE OE THE ASSOCIATION. 

at dinner, he was left alone. Inside of five minutes a knock was heard on the 
floor, and in response a servant ascended to the parlors. Mr. Valentine com- 
plained of being unwell, and requested that one of the windows be raised. After 
obeying his order, the domestic informed Mr. Huntley, who was at the sick 
man's side in a moment. Mr. Valentine was removed to a sofa, where he was 
placed in a recumbent position. Dr. Schopps was summoned. Before his ar- 
rival the veteran teacher breathed his last. It is supposed he died of heart dis- 
ease. He leaves a widow, three sons, and a daughter. 

THE TWELFTH ANNUAL MEETING 

of the Teachers' Association was held in Binghamton, August 4th, 1857. This 
was, perhaps, a larger assemblage of teachers than had ever previously met in 
this State, and the proceedings were practical and enthusiastic. The addresses 
were of a high order. Rev. A. D. Mayo gave an address on New York and her 
Common Schools ; Professor Henry Fowler, on the Labor of Hands, Heads, 
and Hearts ; Professor W. F. Phelps, The Republic, its Law of Life, and its 
Highest Duty. Hon. H. C. Hickok, State Superintendent of Schools Pennsyl- 
vania, and Hon. H. H. Van Dyck, State Superintendent New York, each de- 
livered strong and practical lectures. George W. Greene read an Essay on De- 
velopment of Character, and James H. French a poem on the Popular Teacher, 
of which the following are the closing lines : 

" O, then, be wise ! 
Be every measure of thy choice, to aid 
In forming deathless intellect, the fruit 
Of earnest study and of zealous care. 
E'en looking to the boundless future of 
Its destiny. Thou may'st be popular, 
Perchance, but seek not popularity 
As motive spring of any act, in thy 
Profession. Valiant be, and ever dare 
To do the right, tho' all the gather'd hosts 
Of error may oppose. Then, if thou fail 
On earth thy well-earn'd measure of applause 
To gain, that nobler tribute from the skies, 
' Well done thou good and faithful servant,' shall 
Thy glorious mission crown." 

M. P. Cavert introduced his resolution in regard to prizes in schools, upon 
which a committee was appointed, with Mr. Cavert as chairman. The Associa- 
tion again, on motion of Dr. Wilder, indorsed unanimously the free school 
policy. The evening of the last day of the session was devoted to volunteer 
speeches, sentiments, and social converse. President T. W. Valentine's inau- 
gural was hearty, earnest, and practical, referring mainly to leading questions 
that should engage the action of the Association. 

The following resolutions were passed : 

Resolved, That this Association appeals to the Legislature of the State to ratify 
again the voice of the people, twice expressed at the ballot-box, by the enact- 
ment of a General Tree School law, and respectfully requests the State Super- 
intendent of Public Instruction to employ his official recommendation and per- 
sonal influence to secure this measure at the next session of that body ; and 

Resolved, That in our opinion the colored children of this State should enjoy 
equal advantages with the whites ; also 

Resolved, That as the present compensation of female teachers is generally 
about one half or one third as much as the men receive in the same employment, 
and under the same circumstances, it is a fact mortifying to woman and calcu- 
lated to degrade her in the estimation of the community, and that it is alike in- 
consistent and unjust. 

The last two of these were the result of certain resolutions presented by Miss 
Susan B. Anthony. 




GEORGE L. FARNHAM. 



SECOND DECADE OF THE ASSOCIATION. 33 

The following officers were elected at this meeting : President, George L. 
Farnham ; Vice-Presidents, H. G. Abbey, James Atvvater, and A. McMillan ; 
Corresponding Secretary, James Cruikshank ; Recording Secretaries, Wheaton 
A. Welch and E. Danforth ; Treasurer, E. S. Adams. 

GEORGE LOOMIS FARNHAM 

was born, January 9th, 1824, in the town of Richfield, Otsego County, N. Y. 
At about the age of five years he removed with his parents to Leonardsville, 
Madison County, N. Y., where he resided until the year 184T, when he moved 
to Smithville, Jefferson County, N. Y., and after a residence of about a year to 
Watertown, N. Y. 

Mr. Farnham's parents were poor, his father supporting the family, which was 
large, by a small tanning business. The son's school advantages were such as 
were afforded by the village school and an occasional term at a select school, 
until at Watertown, where he had the advantages of an academy. 

He taught school two winters previous to removing to the " Black River 
country," as it was called in those days. One year in Smithville, he attended a 
term at Union Academy in Belleville, Jefferson County. Boarded himself, car- 
rying provisions from home in Smithville, often on foot. 

In school young Farnham was remarkable for dulness rather than brilliancy. 
Early school days were a perfect torture. He could do nothing with the work 
given, which was mainly that of memorizing texts without thought. " My mind," 
says Mr. Farnham, speaking of this period, " was absolutely idle, except when 
engaged in something not prescribed in the school duties ; hence I was in con- 
stant difficulty, which resulted in almost daily whippings, at the time the only 
mode of correcting evils in the school-room. I was always ingenious as a 
mechanic — could make windmills, water-wheels, and attach machinery to them, 
but could indulge in such vain amusements only after a full day's work had 
been done, or by stealth. I have often had the work of months destroyed, be- 
cause it absorbed too much time from the spelling-book and the tanyard. I am 
not able, even to this day, to quite see the justice of this, or the wisdom of de- 
priving a lad of nine and twelve years of age of such sources of enjoyment. I 
can hardly think my father quite comprehended the feelings of his ' erring ' boy, 
as he was obliged to witness the disappearance of the tangled rigging, pulleys, 
ropes, hull, sails and all of his ship, that had cost at least six months' study and 
work to put it in sailing trim, as it was given to the flames." 

In 1845 Mr. Farnham was engaged to teach in the schools of the village of 
Watertown. After the year's work, and while upon his second year's engage- 
ment, he received an appointment to the State Normal School, then quite re- 
cently established under the principalship of David P. Paige. Graduating from 
this school in the spring of 1847, he taught the village school of Adams, Jeffer- 
son County, and from thence was called to the school in Watertown, which he 
left to again attend the Normal School. 

In 1850 he was appointed principal of School No. 3, of the city of Syracuse. 
He resigned this position to take charge of a female seminary in Indianapolis, 
Indiana. Health failing, he returned to Syracuse, purchased a private school for 
young ladies, from which, in the spring of 1855, he was called by a unanimous 
vote of the Board of Education of that city to the superintendency of the 
schools. This position he occupied until the spring of 1S63. 

From this time until 1869 he was engaged in other business. In April of this 
year he was invited to the superintendency of the Binghamton, N. Y., schools, 
and continued to occupy the position until October, 1875. 

In the fall of 1S78 he accepted the principalship of one of the ward schools of 
Binghamton, and remained in the position two years. 

In September, 1S80, in response to the call of the Board of Education, hi as» 



34 SECOND DECADE OF THE ASSOCIATION. 

sumed the superintendency of the schools of Council Bluffs, Iowa. Before the 
close of the first year he was elected for an additional term of three years. In 
June, 18S2, was again elected superintendent of schools by the Board of Educa- 
tion of Binghamton, but after due consideration thought best to decline the ap- 
pointment. 

" As an educator, my chief labors," says Superintendent Farnham, " have 
been directed toward the introduction and establishment of rational methods for 
the primary grades in our schools. Early during my administration of the 
schools in Syracuse, I visited the normal school at Toronto in company with 
Dr. H. B. Wilbur, the efficient superintendent of the New York Institution for 
Feeble-minded. Here I first became acquainted with the labors of the Home 
and Colonial Society of London. I secured their publications and many of their 
appliances for teaching ; with these, and with many valuable suggestions from 
Dr. Wilbur, ' object-teaching,' as it is called, was introduced into the schools 
of Syracuse. 

"Reading was a matter of deep interest. The Word and Phonic methods 
combined were first tried, but difficulties developed to hinder that complete 
success toward which I looked forward. I then thought a remedy was found in 
the Phonetic method. So, books were procured, and after one or two experi- 
mental classes, the system was inaugurated in all the schools. It was pro- 
nounced a success. A committee from the State Teachers' Association ex- 
amined the workings of the method, and gave it unqualified indorsement. In 
some respects the success was perfect. The articulation of the children became 
so correct that all brogue was so completely destroyed that the committee who 
examined the work could hardly believe the classes were made up of several 
nationalities. After a thorough trial for years, the method was abandoned. 

" When I went to Binghamton I had again turned to the Word method, be- 
lieving that with sufficient care and illustration it could be made a success. All 
who examined the work pronounced it excellent. But there were certain in- 
dications that to my mind suggested failure for the object desired — viz., to give 
the children control of the printed or written page with the eye, so as to take in 
the thought of the author, and then simultaneously give vocal utterance to 
these thoughts in the language of the author, so that another could realize that 
the thought was present in the mind of the reader. There was a hesitancy be- 
tween words, a want of naturalness of expression, that required drill, and care- 
ful drill, to correct ; nor was the correction always made when the teacher sup- 
posed it was. 

" The whole subject underwent a reconsideration in my mind, and resulted in 
bringing forward the Thought and Sentence method, which in January, 1S71, was 
introduced into all the first primary departments of the schools of Binghamton. 
The first few weeks were weeks of anxious waiting for results. But soon those 
results came, and gave earnest of what was desired. The schools of Bingham- 
ton began to attract attention ; a widespread discussion followed. I first gave a 
short account of the matter to the public in a paper read before the New York 
State Teachers' Association of school officers, held in Utica in June, 1871. In 
1873, in Elmira, before the section of elementary schools of the National 
Teachers' Association, a paper was read devoted exclusively to this topic. 
While this method of teaching children to read is still questioned by many, yet 
as the years pass, old methods, especially the word method, are modified, and 
each change is in the direction of making the thought and sentence the basis. 

" When the method was introduced into Binghamton, printing was abandoned 
and writing substituted. 

" My formula is now a very simple one. First, give the child the power to 
readily obtain the thought of the author, by looking upon the printed or written 
page ; and secondly, give him power to express any thought present in his mind, 
both orally and by writing, with ease and accuracy." 




OLIVER AREY, 



SECOND DECADE OF THE ASSOCIATION. 35 

1 

THE THIRTEENTH ANNUAL MEETING, 

at Lockport, was not unfruitful in practical results, and in the discussion of ques- 
tions involving the most important interests. Ex-Governor Hunt welcomed the 
Association in a happy speech, after which the President, Mr. Farnham, laid 
before the body a schedule of the most important questions bearing upon the 
success of our school system, discussing especially our school policy, and pre- 
senting with much force the paramount importance of primary instruction. The 
address of Mr. Keyes, Deputy Superintendent of Schools, reviewed the school 
system of the State, revealing its defects and suggesting needed improvements. 
It elicited warm discussion, and led to the appointment of a committee to pre- 
pare a report on the subject. M. P. Cavert submitted an able report against 
offering prizes in schools, which awakened much attention ; and although the 
resolution was laid upon the table, associations in other States have made it the 
basis of prolonged debate. Rev. W. A. Bartlett gave an address on Language 
— its Glory and its Shame ; Rev. S. J. May, on Primary Education ; T. S. Lam- 
bert reported on Evening Academies and Colleges. Several important ques- 
tions and resolutions called out the speaking talent of the house. Professor 
Charles Davies created a marked sensation by announcing the successful laying 
of the Atlantic cable, and the meeting closed with the usual " sociable" on the 
evening of the third day. 

Among- the resolutions passed was one favoring compulsory attendance of 
pupils ; also the following : 

Resolved, That the public money appropriated by the State for the support of 
common schools should be apportioned to the several districts in proportion to 
the number of scholars that actually attend school for at least six months of the 
year, for which the money is appropriated. 

Resolved, That, in the opinion of this Association, the State should provide for 
the establishment of academies and collegiate evening schools, throughout the 
State, in such places that all her citizens may have an opportunity of obtaining 
thorough education. 

Resolved, That, in the management of children, the practice of appealing to 
the sense of right and the dictates of conscience to obtain good conduct and the 
proper effort in study, should, in our opinion, be universal. 

Resolved, That the appeal to self-interest to obtain the same object is, under 
many circumstances, of doubtful propriety. 

Miss Susan B. Anthony introduced resolutions, which were laid upon the table, 
providing that in all our public schools the girls should not only be allowed, but 
required, to practice declamation and discussion, precisely the same as boys now 
are ; that the sexes be educated together ; and demanding the abolition of colored 
schools. 

The following officers were elected : President, Oliver Arey ; Vice-Presidents, 
E. S. Adams, J. W. Barker, W. A. Welch, and C. H. Dana ; Corresponding 
Secretary, James Cruikshank ; Recording Secretaries, L. H. Cheney and James 
Atwater ; Treasurer, C. H. Anthony. 

OLIVER AREY. 

Professor Oliver Arey graduated from Phillips Academy, Andover, Mass., in 
1841. Subsequently he received a degree from Union College. 

Soon after leaving Andover he accepted the charge of a private school at the 
South. He had but just organized this school when he was attacked with a fever, 
which caused him to resign his position and return North to recover his health. 

In 1843 he was called to a private school in Cleveland, Ohio. In this city he 
remained until 1847, when he was offered the principalship of one of the largest 
public schools in the city of Buffalo, N. Y. While in charge of this school he 
had an opportunity to more completely develop his theory of education. 



36 SECOND DECADE OF THE ASSOCIATION. 

Mr. Arey held that no instruction was valid that did not appeal directly to the 
consciousness of the pupil and in the end produce a loyal conviction there to the 
subject taught. All incentives to study other than the love of the subject taught 
he set aside as unworthy an educator, and encouraged original work in all direc- 
tions. The year following he was called to the charge of the Central High 
School of the city of Buffalo. This school he organized, prescribed its first reg- 
ular course of study, and on completion of the course graduated the first classes: 
He remained in this position until he was called, in 1864, to the principalship of 
the State Normal School at Albany. 

In the summer of 1S67, after receiving a second call to the same position, he 
accepted the presidency of a State Normal School in Whitewater, Wis. As this 
school was a new one, and the normal school work only in its infancy in this 
State, Mr. Arey was not only called upon to organize this institution, but in a 
large measure helped to shape the normal school policy of the State. 

Retiring from this position in 1876, he returned to Buffalo, where he engaged 
in educational work until, in 1879, he was called to the charge of the Cleveland 
City Normal School. 

Mr. Arey has written and lectured much upon the educational topics of the 
times. 

Mr. Arey's profound views on the subject of moral education may be seen in 
the following extract from his inaugural address, delivered at Poughkeepsie : 

" In just that proportion that this better part of our nature has been cor- 
rupted and blinded by wrong-doing, and its freedom of action enslaved by the 
power of evil, in just that degree will our intellectual strength come short of its 
real power and acuteness ; for no mind can act in its full vigor unless it be free. 
And it has been said by him whose authority may not be questioned, that the 
mind must know the truth that it may be free. If, then, the knowledge of the 
truth only gives freedom of action, and that mind only can act vigorously that 
is moved by its impulses, how can that mind advance as it ought to advance 
which is filled with and moved by the impulses of error ? This blighting power 
of evil was voiced by the great poet of the human soul, when he acknowledged 
the stern authority which conscience holds over all our acts : 

" Thus conscience does make cowards of us all, 
And thus the native hue of resolution 
Is sicklied o'er with the pale cast of thought, 
And enterprises of great pith and moment, 
With this regard their currents turn away, 
And lose the name of action." 

" This truth ought not to be truth. Conscience, that does make cowards of us 
all, ought to make heroes of us all. It ought to be the corner-stone of power, 
that should give courage and strength to meet every duty. 

"Our intellectual acts ought to be so grounded in a correct moral nature, 
that conscience should ever be ready to remove all hesitancy of immediate 
action, and guarantee a just result, that he who falters in the discharge of his 
duty may take courage thereby. 

" Less than this cannot be safely taught to any existence but a brute. He 
who teaches less commits an error, and inflicts a loss upon the recipient of such 
instruction, commensurate with an eternal existence." 

THE FOURTEENTH ANNUAL MEETING. 

The President, Oliver Arey, of Buffalo, called -the meeting to order at 10 A.M., 

August 2d, 1859, in the city of Poughkeepsie. Hon. John Thomson gave the 

welcoming address. The regular addresses were delivered by the President ; 

Peter Rouget, of Brooklyn, on the Self-education of Teachers ; Rev. E. M. 

' Rollo, on Arnold ; F. B. Snow, What shall we Teach ? 

One of the most suggestive addresses presented was by Professor E. L. You- 




JAMES N. McELLIGOTT. 



SECOND DECADE OF THE ASSOCIATION. 37 

mans, on the Chemistry of the Sunbeam, or the Celestial Origin of the Terres- 
trial Forces, from which the following is an extract : 

" On the Menai bridge, 400 feet long, the heaviest train bends it only one 
quarter of an inch. The sun rises silently upon it, and raises it an inch and a 
quarter by noon. 

" The sun comes up on Bunker Hill, drives in millions of little wedges, and 
the monument vibrates like a pendulum. But upon the earth and waters this 
force is equalized. The waters rise into the atmosphere, fall upon the earth, and 
return again to the sea. So the continents are continually shovelled into the 
ocean, and the ocean becomes dry land, and the dry land pools of water. The 
solids and liquids obey different laws. The solids stick together ; the tendency 
of the liquids and gases is to fly apart. The subtle force of the sunbeam does 
this, and storms are generated and hurricanes sweep over the earth. The pri- 
mary cause of all this is away down among the atoms. As tested in the spec- 
trum, the greatest intensity of heat is found beyond the spectrum in the dark 
region beyond the red. The greatest heat, then, is in the dark. The third force 
in the sunbeam is the chemical force — that which acts in the daguerrotype, pro- 
ducing decomposition, breaking up chemical combination. This takes effect in 
the spectrum where the heat and light are lowest, and goes out into the dark 
space beyond the orange. When the light is intensest the chemical force is the 
lowest. 

" Whence comes animal life ? We take in food, and it is digested ; we take in 
air, it acts upon the food, destroys it, and originates force. This agent of de- 
struction is the oxygen of the air. It burns us up as it does in the flame, and 
creates force. Yet we cannot live without it. By the agency of oxygen — if 
man is kept from food — the fat burns up first, then the muscles, lastly the 
nerves. Those highest forms of animal life connected with the brain are de- 
stroyed last, and we say man is starved to death. He is simply burned up. 
This force follows him into the grave, and in time disperses the body through- 
out the universe." 

Able reports were presented on behalf of the respective committees ; by Miss 
Stanton, on the Association of Boys and Girls in Composition and Declamation ; 
T. S. Lambert, on Physical Training ; E. D. Weller, on Qualifications of 
Teachers ; E. C. Pomeroy read an able report on a Uniform System of Public 
Instruction for the State of New York. 

The following officers were elected for 1S60 : President, James N. McElli- 
gott ; Vice-Presidents, James Johonnot, W. N. Reid, Asa Baker, and E. A. 
Charlton ; Corresponding Secretary, James Cruikshank ; Recording Secre- 
taries, James Atwater and George N. Harris ; Treasurer, William H. Hughes. 

JAMES N. APELLIGOTT, LL.D. 

James N. McElligott was born in Richmond, Virginia, October 3d, 1812, and 
died in the city of New York, October 22d, 1866. His ancestors were natives 
of the North of Ireland, and the family name is localized in a little place in that 
region called Bally McElligott. 

At an early age James N. McElligott came to the city of New York, which 
became his permanent home. He entered in due course the New York Univer- 
sity, which he left to become an instructor in the Mechanics' Society Institute. 
He was afterward promoted to the position of vice-principal, and subsequently 
principal of that institution. In 1853, at the solicitation of prominent gentle- 
men, he opened a classical school, which he conducted with signal success till 
his death. 

Dr. McElligott was a teacher of large and varied experence, a ripe scholar, 
and in the highest sense a Christian gentleman. He was courtly, but courteous ; 
dignified, but affable ; learned, but unostentatious. 



3S SECOND DECADE OF THE ASSOCIATION. 

He was much interested in literature, and was the author of various educa- 
tional works, among them " The American Debater," " McElligott's Analyti- 
cal Manual," and " Oldham's Humorous Speaker." The series of Union 
Readers known as Professor Sanders's also owe much to his participation in their 
preparation. His last literary work given to the public was an introduction to 
" Hailman's Object Teaching." At the time of his death he was engaged upon 
a Latin grammar, which he had arranged to follow up with a similar work upon 
Greek. His exceptional fondness for the languages had led him to much study 
in that field, and beside the acquisition of French and German, both of which he 
spoke with fluency, he deeply investigated the Sanscrit. Beside these varied at- 
tainments, he had written many little poems, which evinced no small skill in that 
direction. 

The crowning glory of Dr. McElligott's career, however, was his Christian 
character. Uniting exceptional firmness to gentleness at all times, his influence 
was exerted to the benefit and advancement of others. Deeply imbued with the 
Master's love for little children, he devoted much time to Sunday-school interests, 
and was for sixteen years Corresponding Secretary of the American Sunday- 
school Union. He passed away with perfect calmness and with entire confi- 
dence in the redeeming power of the Master's love. 

THE FIFTEENTH ANNUAL MEETING 

was held in Weiting Hall, Syracuse, commencing July 31st, i860, at 10 A.M. 

The meeting was called to order by the President, James N. McElligott, 
LL.D., of New York, and the exercises were opened with prayer by Rev. J. M. 
Clark, of Syracuse, after which a hymn was sung by the audience under the 
direction of Joseph A. Allen to the tune of Boylston. The Association was 
then heartily welcomed to the city by his Honor, Amos Westcott, Mayor of 
Syracuse, and Major John J. Peck, President of the Board of Education. 
Mayor Westcott contrasted the educational interests represented in the Associa- 
tion with the material interests of the State, and portrayed the advantages that 
have inured to society, and the world even, in its aspect of outward prosperity 
through educational influences, and paid a glowing tribute to the public educa- 
tional system of our State, in its present and hopeful prospective action. Major 
Peck referred to the organization of the Association in this city, and the happy 
influences that have gone out from these associated efforts. 

In reply to the addresses of welcome by the Mayor and Major Peck, Mr. Mc- 
Elligott said : 

" We are glad to meet in your goodly city. Well does she, that thus nobly re- 
ceives the ministers of education, deserve to bear the name of that elder Syra- 
cuse that cherished Archimedes and the Sicilian muses. Well may we take 
courage in the performance of our often trying and arduous duties, if we may 
but count upon greetings cordial and cheering as this. Well does Syracuse real- 
ize the value of her central position in the State, seeing that, by due regard to 
her schools, she has made herself a centre of educational influence and example 
worthy of all imitation. 

" We are thankful, gentlemen, for the feeling which prompted this public dem- 
onstration — thankful for your eloquent expression of it, the accents of which 
still linger on our ear, under the impressive influence of grateful feeling." 

After the President's address, Mr. Pomeroy, of the Committee on a Uniform 
System of Public Instruction for the State, reported in favor of a permanent uni- 
tary power, having entire control of the school department. This was supported 
by G. H. Stowits, James Cruikshank, J. W. Cole, and opposed by James Johon- 
not, M. P. Cavert, and Henry Howe. The latter gentleman believed that the ten- 
dency of a unitary power would be to produce a despotism, not only in laws and 
regulations for the schools, but would create a monopoly in the publication of 
text-books. The resolutions were, however, adopted. 




EDWARD A. SHELDON. 



SECOND DECADE OF THE ASSOCIATION. 39 

Henry Kiddle delivered an address on Fundamental Principles of Teaching ; 
Mr. Weller read a report on Qualifications of Teachers ; Professor J. B. Thom- 
son, a report on Oral Instruction ; Hon. Henry H. Van Dyck delivered a 
highly interesting address on the School System of the State ; William F. 
Phelps an address on Universal Education. On the second day the following 
resolution, presented by Mr. B. F. Clark, excited considerable discussion : 

Resolved, That the union of the sexes in the school and class room not only 
excites increased mental effort, but chastens the affections, elevates the moral 
sentiments, and better fits them for the stern duties of life. 

This having followed the report of the Committee on the True Basis of 
Gradation in Public Schools, it was moved and carried that the report of that 
committee be adopted instead, which was, in effect, that all gradation should 
depend upon intellectual qualifications, without regard to sex, color, or con- 
dition. 

Two other reports of interest were, one upon the influence of Motives in Ed- 
ucation, presented by Mrs. Gildersleeve, and Misses Rice and Andrews, com- 
mittee, the other by D. H. Cruttenden on the Natural Order of Development in 
the Human Faculties. 

The following w.ere the officers elected : President, E. A. Sheldon ; Vice- 
Presidents, J. W. Cole, W. W. Newman, A. H. Lewis, and Albert Allen ; 
Corresponding Secretary, James Cruikshank ; Recording Secretaries, James At- 
water, A. H. Clapp ; Treasurer, W. N. Reid. 

EDWARD ALLEN SHELDON. 

Edward A. Sheldon was born at Perry Centre, Wyoming County, N. Y., Oc- 
tober 4th, 1823. Here, on his father's farm, he spent his boyhood, and pre- 
pared for Hamilton College, which he entered at the age of twenty-one. 

His health failing at the end of his junior year, he turned his attention to hor- 
ticulture, under the direction of Mr. Charles Downing, of Newburgh, N. Y., and 
presently engaged in the nursery business in Oswego, N. Y., an undertaking 
which resulted in failure. During the months of suspense and waiting which 
followed, Mr. Sheldon's attention was drawn to the condition of the poorest 
classes of the Oswego population, and he gathered many statistics relating to 
their spiritual, mental, and physical status. Deeply impressed with the fact 
that multitudes of children were growing up in ignorance and vice, he presented 
these statistics to some friends, who heartily joined him in organizing a society 
which should aim at providing free schools for the poor and a home for orphan 
children. A room was soon rented and fitted for a school, books were pur- 
chased, clothes and money solicited, sewing societies organized ; but the teacher 
was not yet engaged. The committee in charge of the matter so strongly urged 
Mr. Sheldon to undertake this part of the work, that he at last yielded to their 
entreaties, quite in opposition to his own wishes and ambitions, and he entered 
the teacher's profession on a salary of $300 a year. This was the beginning of 
Mr. Sheldon's educational career, and of the free school system in Oswego. 

This effort proving successful, Mr. Sheldon raised the question in the Orphan 
and Free School Board, " Why should not all the public schools in the city be 
free?" This question was seriously discussed, and soon presented to the pub- 
lic ; and although the desired result was not at that time attained, yet the 
beginning was made which was destined to develop the free-school system in 
Oswego. This system was established in 1852-53, and Mr. Sheldon was called 
upon to organize and superintend it. Meanwhile he had not been idle. For 
two years he had been superintendent of the schools of Syracuse, N. Y.; these 
schools he consolidated, classified, and graded more perfectly, and combined 
the various scattered school libraries into a Central Library, which has since 
become one of the most useful institutions in Syracuse. He also urged, in the 



40 SECOND DECADE OF THE ASSOCIATION. 

first annual report ever published by the board, the establishment of a high 
school, which was subsequently organized after his plan, and is now one of the 
best in the country. But his chief work lay in Oswego. As soon as he 
became superintendent he consolidated and organized the schools into a graded 
system, which has remained about the same for thirty years, in good running 
order. This system was supplemented in 1854 by unclassified and arithmetic 
schools, designed to meet the wants of pupils who could not be accommodated 
in Uie regularly graded schools. 

In 1859, however, the great work of Mr. Sheldon began — namely, the systematic 
introduction of objective methods of teaching. Attention was immediately drawn to 
Oswego, and such was the demand for teachers trained in these schools that the 
board was seriously embarrassed by the loss of many of their best instructors. In 
this dilemma, Mr. Sheldon proposed to the board to establish a " Training School 
for Primary Teachers," which should supply the evident need of the public. 
This proposal was quickly adopted, and Miss M. E. M. Jones, who had been 
engaged for fifteen years in London in this very work of training teachers, was 
employed to organize and inspire this new enterprise. After her return to 
England in 1862, Mr. Sheldon became her successor as principal of the Training 
School, still retaining his old duties as superintendent. But by 1870 the school 
had grown so much as to require his undivided time and strength. The little 
Training School, which began with nine pupils in a single room and with a 
single teacher, is now one of the largest and most flourishing State Normal 
Schools, with an annual attendance of 450 pupils, with a faculty of teachers 
with an annual appropriation of $18,000. More than a thousand graduates have 
been sent out ; many of the leading cities of the country have training schools 
formed after the model of that at Oswego, and six other normal schools 
have been established in New York State on the same plan. All of these 
schools are flourishing, and most of them have been furnished by the Oswego 
school with teachers for their training departments. 

Mr. Sheldon is still principal of this school, a position which he has now held 
for twenty years. 

THE SIXTEENTH ANNUAL MEETING 

was held in Washington Hall, Watertown, commencing July 20th, 1861. 

After the address of welcome by J. L. Bigelow, Esq., the President delivered 
his annual address. It was a plea for improved methods in education. He rec- 
ommended the cultivation of the senses, by means of object teaching, improved 
text-books, and the study of the natural sciences. 

The most important reports were upon Means of Preventing Unnecessary 
changes of Text Books, by M. P. Cavert, and Course of Instruction for Pri- 
mary Schools, by Dr. Lambert. 

Dr. Fisher, of Hamilton College, spoke on the Relation of Schools and Col- 
leges. N. A. Calkins, on Pestalozzian Teaching. Pestalozzi held that the nat- 
ure of man contains an inborn instinct of development. The teacher must 
remove the obstacles in the way of development, and positively aid the facul- 
ties in the search for truth. 

The child's first tutor is nature. Observation is the absolute basis of all 
knowledge. Next, the child should be taught to express correctly his ideas. 

Language, number, and form are the elements of knowledge. 

He endeavored, first, to find the point of commencement with each child, and 
at each moment to find what he is most in need of. 

The speaker ventured some criticisms upon the system as taught by Pesta- 
lozzi, and gave a vivid picture of the history of Pestalozzianism in Prussia. 

The system is based on the principle that education is not the communication 
of knowledge, but the development of the child himself — of all the powers and 
qualities of the mind. 




JAMES CRUIKSHANK. 



SECOND DECADE OF THE ASSOCIATION. 41 

Professor P. A. Chadbourne delivered an address on the Study of Natural 
History. 

Natural history is the study of this earth as one mass, and of everything in 
its structure and. on its crust. Every glance of an eye takes in the study of a 
life. But what is the value of this material in educating, and how can I avail 
myself of its best teaching? In their adaptation to their own uses, all animals 
are equal, but in rank one is above the other. Man is the prince of all, not in 
his mind only, but in physical structure — from the number, the perfection, and 
the wonderful adaptation of all the functions of his being, but specially from 
its fitness to be the tabernacle of the soul. We must look to our primary 
schools to inaugurate the love for nature that shall make this world minister 
more fully than it has ever yet done to our higher faculties. 

These beautiful agents of nature are your servants to fill your mind with 
wisdom, and your eye with beauty, and your heart with joy. They work for 
nothing and board and clothe themselves. 

• The Committee on Course of Instruction for Primary Schools presented the 
following oider of studies : 

First, natural sciences ; second, mathematics ; third, languages, syntax ; 
fourth, recreation and amusement ; fifth, music and its elements ; sixth, paint- 
ing and its elements. Also the following resolution : 

Resolved, That this Association recommends to all teachers to use their in- 
fluence in favor of introducing "object-lessons" into all primary schools, as 
the first step toward real acquisition, and as a desideratum toward making the 
way of both scholar and teacher more pleasant. 

The following officers were elected . President, James Cruikshank ; Vice- 
Presidents, Samuel Slade, N. A. Calkins, Geo. L. Farnham, Alfred G. Mudge ; 
Corresponding Secretary, D. H. Cochran ; Recording Secretaries, A. H. Clapp 
and G. H. Stowils ; Treasurer, J. W. Cole. 

JAMES CRUIKSHANK, LL.D., 

was born in Argyle, Washington County, N. Y., August 28th, 1S31. His early 
education was obtained at the district schools. When he was eight years old the 
family removed to St. Lawrence County, where he remained (having meantime 
attended the academy in Ogdensburg for two quarters). In his fifteenth 
year he finished his preparation for college at the Albany Academy, chiefly 
under the instruction of Rev. Dr. Bullions. He was matriculated at Union 
College in 1847. During his college course he taught district schools for several 
terms, and finding the work much to his taste, entered upon it as a profession. 

In the spring of 1853 he united with his brother, the Rev. Robert Cruikshank, 
in establishing a boarding-school, at Bellport, L. I., which was successfully 
maintained for three years, his brother retiring at the end of the first year. 
While at Bellport Dr. Cruikshank took an active part in the proceedings of the 
Suffolk County Teachers' Association, and was successively Corresponding Secre- 
tary and President. In October, 1S55, he was invited by Hon. V. M. Rice, 
then State Superintendent, to accept a position in the State Department, with 
which he remained connected, except for a brief internal, till 1S66. In the 
summer of 1856, upon the report and recommendation of the board of the edi- 
tors of the New York Teacher he assumed its financial management, and the 
following year became editor-in-chief, retaining that position until the practical 
discontinuance of the journal in 1867. 

During his connection with the Department of Public Instruction, he was en- 
gaged largely in institute work, and did much to give an impulse to these tem- 
porary schools for the professional instruction of teachers. 

In June, 1866, Mr. Cruikshank was elected to the newly created office of As- 
sistant Superintendent of Schools in Brooklyn, which position he held, being 



42 SECOND DECADE OF THE ASSOCIATION. 

annually re-elected, until his resignation in 1872. After three years of secular 
labor he was recalled to the service of the Brooklyn schools, and accepted the 
principalship of Grammar School No. 12, which he now holds. He has also 
for several years been principal of the Evening High School, and for the past 
two years president of the Principals' Association. 

Dr. Cruikshank was elected Corresponding Secretary of the State Teachers' 
Association in 1S56, and was continued in that office until his declination in 
1876. Much of the labor of preparation for the annual meetings during those 
years fell to his lot. 

He is one of the founders of the National Educational Association, and a life 
member, and was for many years an officer, having filled the posts of Vice- 
President, Counsellor, Secretary, and Treasurer. 

Dr. Cruikshank is a vigorous and polished writer, as the following closing sen- 
tences from his address at Rochester will demonstrate. 

"While we are met here peacefully to discuss ideas and mark out plans for the 
intellectual and moral upbuilding of the commonwealth and of the world, there 
comes to us from over our southern border the clamor of battle, and we hear 
the fierce encounter of contending armies, while the very fabric of our govern- 
ment is threatened with overthrow. It needs no word from me, even if this 
were the fitting time, to inspire your patriotism, for the great heart of a free 
people throbs responsive to the call of our common country, and the issue can- 
not be doubtful. The form of our institutions will be preserved. The force of 
arms will decide for the present this contest, and the ignorance and barbarism 
that would subvert the reign of order and law shall be rebuked. But a mightier 
conflict is ours. What to us or to the cause of humanity are all the paraphernalia 
of a government if it but mock us with words that are the native language of 
freedom, while anarchy and barbarism stand in the way of the disenthrallment 
of humanity ? We work not for to-day ; but while our brethren in the field have 
pledged their lives to the maintenance of that government which has hitherto 
been our safeguard and our boast, we are training new recruits for that mightier 
army, that with irresistible march shall achieve, in the interests of the civiliza- 
tion that is to be, a more glorious though bloodless triumph." 

THE SEVENTEENTH ANNUAL MEETING 

of the Association met at Corinthian Hall, in Rochester, July 29th, and ad- 
journed July 31st, 1862. 

Alfred G. Mudge welcomed the Association, and the President delivered his 
annual address. An historical essay was read by Henry Howe, and addresses 
were delivered by Professor Charlton T. Lewis, on Waste in Education ; by 
Professor John F. Stoddard, on Intellectual Development ; and by H. B. 
Wilbur, Superintendent of the New York Asylum for Idiots, on the Natural 
Order of Development of the Human Faculties. 

Dr. Wilbur said : " My labors as a teacher have been, in the main, devoted 
to a class known as idiots." 

" In the case of idiots I remark, then, that the process of development and 
growth of the nervous structure, already described, may have been arrested at 
some point between its rudimental and highest extremes ; from its first appear- 
ance as a distinct structure and the culminating point at maturity. At whatever 
stage of organic development this arrest takes place, we should naturally expect a 
corresponding default in the performance of functions connected with the 
organ thus impaired. Again, we may have pressure upon the nervous masses 
by thickening of membranes, the effusion of fluids or adventitious growths, that 
likewise may impede not only the originating function in the brain, but also 
the conducting power of the nervous system, through which the impressiens 
come that precede the manifestations of originating power, and thus we have 
disordered functions of animal life. We have imperfect reflex actions and dis- 



SECOND DECADE OF THE ASSOCIATION. 43 

cordant movements. We have a want of spontaneousness of perceptions, of 
emotions, of thought, of action, and of will. These deficiencies exist to a greater 
or less extent, according to the degree of idiocy, or depending upon the point of 
arrest in the development of the nervous system. 

" The peculiar subjects, order, and methods of our system of instruction are 
as it were necessitated. That necessity is the result of a natural order in the de- 
velopment of human faculties, which is to be observed and followed, and a 
similar order of succession in the incentives and motives that are to be applied 
in accomplishing the ends in view. The steps in the intellectual way must be 
shortened to conform to diminished powers. Each new step is related to the 
preceding — a dependence of power as well as of fact. 

" I wish I could be orderly in presenting my experience, but the various exer- 
cises to be described are so commonly designed with several objects in view 
that it will be, I confess, a difficult task. They may be classed generally under 
the heads — Development of the Will, Education of the Senses, Development 
of the Faculty of Language. 

" We apply a few simple rules laid down by my friend Dr. Seguin : 

" ' 1. That the lesson in speech should commence with consonants, and not 
with vowels. 

"'2. That the syllables composed of a consonant with a vowel following, 
should be articulated first. 

" ' 3. That the labials should precede all others. 

" ' 4. That single syllables are less easily articulated than repeated syllables.' " 

Dr. Fairfield, President of Hillsdale College, read an address on Radicalism ' 
and Rev. G. W. Hosmer, on the Teacher and Teacher's Work. 

The sessions were enlivened by music, especially the singing of James G. 
Clark. 

Among the most important resolutions offered were the following : 

Resolved, That primary pupils under nine years of age should not be detained 
in school more than three hours a day, and the practice of detaining them six 
hours is injurious alike to their physical, intellectual, and moral nature. 

Resolved, That the compensation now paid female teachers is not a fair equiv- 
alent for the value of services rendered, and should be materially increased. 

Resolved, That, in the present organization of society, it is neither expedient 
nor just to make the compensation of the two sexes equal, when their labor 
comes in competition. 

Resolved, That the practice of providing gratuitous entertainment for ladies 
attending the meetings of the New York Teachers' Association be discontinued. 

Resolved, That a committee of three be appointed to consider and report at 
the next annual meeting of this Association what parents are doing for the great 
work of educating their children, and also the best means of bringing them to 
the full discharge of their duty in this work. 

The following officers were elected : President, E. C. Pomeroy ; Vice-Presi- 
dents, William N. Barringer, Henry Fowler, Edward Webster, and E. S. Adams; 
Corresponding Secretary, James Cruikshank ; Recording Secretaries, M. M. 
Merrill and William T. De Graff ; Treasurer, J. W. Cole. 

EMERSON CLAPP POMEROY. 

Emerson C. Pomeroy was born in the town of Otisco, Onondaga County, 
N. Y., in 1818. He received his education in the public schools and academies in 
his native county, where he commenced teaching at an early age. He was for 
several years identified with the educational interests of that county, and served 
one or two terms as County Superintendent. He was appointed principal of 
Public School No. 12 in Buffalo, in May, 1S52, by the late Victor M. Rice, then 
superintendent of schools of that city. This position he held, with the exception 



44 SECOND DECADE OF THE ASSOCIATION. 

of a term or two, during which he taught in the Central School, until 1864, when 
he resigned, and was for seven years agent for the publishing house of A. S. 
Barnes & Co. 

In 1S70 he was again appointed principal of No. 12, which position he occu- 
pied until his death, which occurred November 23d, 1882. 

Mr. Pomeroy was a skilful teacher and a good organizer. He had positive 
and decided opinions upon educational questions. In 1S72 he published the 
" Introductory Reader" and the " Introductory Speller," which are still used 
in the Buffalo schools. He thought and wrote well upon educational topics, and 
is the author of several poems of merit. After the death of his wife, in 187S, he 
was subject to despondent states of mind from which it was difficult to rally him. 
He died with pneumonia. 

Mr. Pomeroy was a man of deep moral and religious convictions ; this is well 
evinced in his inaugural address, delivered during the period of civil war. 

" Good men's minds are stirred with anxiety to know what the signs of the 
times most clearly indicate, in regard to the perpetuity of our government and 
the probability of an honorable and durable peace. If we could not maintain 
the condition of peace before the war began, what assurance have we that we 
shall be able to maintain it in the future, after the war is ended ? And if the 
peace we are hoping and praying and fighting for is not to be a satisfactory and 
permanent one, of what advantage will it be to the nation when it comes ? 
These are questions which every thoughtful mind must ponder, with more or less 
of anxiety and distrust. They are questions which ought to interest us as an as- 
sociation, and interest teachers everywhere. We have claimed to be, or it has 
been claimed for us, that we are, par excellence, the conservators of the public 
peace — of liberty and law, the very fountain of that intelligence from which the 
government derives its chief support. Indeed, it has been the all-prevailing 
theory with us, and with the leading minds of other professions as well, that 
we could only hope to maintain a government like ours in security and peace 
by providing liberally for the education of the people — the poor as well as the 
rich. This has been made so commonly the burden of educational speeches 
that the community has come to regard it as an axiom of political economy, that 
needs not to be argued and ought not to be questioned. Distinguished moral- 
ists, catching inspiration from the fathers, have swayed us by their eloquent 
words to accept the flattering dogma, as a sure bulwark of safety within which 
personal freedom and national unity were alike secure. If these moralists were 
not mistaken, if they have told us the truth, why, after half a century of labori- 
ous and expensive educational work, during which schools have multiplied on 
every hand, the methods of instruction improved, and the privdeges of free 
education brought into almost every household — why, after all this, do we see 
the government threatened with overthrow by a rebellion of its subjects — a re- 
bellion more fierce in its passion, more gigantic and terrible in its power, than 
the world has ever known before ? 

" The unconditional outspoken loyalty of the country is found only in those 
sections where schools are most abundant and best appreciated, and where edu- 
cation is the freest. 

" These are facts of overwhelming importance. They prove— or, at least, 
justify the inference — that however much our schools may have seemed to come 
short of that desirable result which reduces the general aggregate of crime, they 
are sure and unfailing nurseries of loyalty to the government. 

" I believe it cannot be denied that we have intellect enough in this country 
to insure both the safety of its institutions and the honor of its character, if it 
were rightly distributed and properly used. The nation is really great in its cer- 
ebral development, and the only question that need interest us in this connec- 
tion is, whether its mentality has not been nurtured and matured to the neglect 
of its morals ; whether there is not alack of development in the coronal region, 
in those higher qualities of the soul which impart nobleness of character and im- 
bue the mind*vith a fixed determination to pursue the right. 



SECOND DECADE OF THE ASSOCIATION. 45 

" A government like ours, dependent for its very existence upon the intelli- 
gence and moral purity of its constituents, cannot afford to suffer a single human 
soul to grow up in ignorance or disregard of those higher precepts of morality 
and religion in which the nation is supposed to have had its birth. Ours is the 
only great republic growing out of and founded upon the principles of Chris- 
tianity. Hence we have no guarantee in history of the perpetuity of its institu- 
tions or the prosperity of its people. No voice comes to us from the shadowy 
realms of the past, bringing the much-coveted promise to our ears. 

" What, then, is the duty of every Christian state ? The question carries its 
own answer, pointing with solemn finger to the great work that is before us. 
And there lies the true source of every rational hope for ourselves, our country, 
or the world. "Let the dead past bury its dead.' " 

THE EIGHTEENTH ANNUAL MEETING 

was held July 28th, 29th, and 30th, 1863, in the city of Troy. Mr. William 
Kemp, chairman of the Board of Education, welcomed the Association, to which 
the President responded. Dr. Cruikshank read the report of the Standing Com- 
mittee on Condition of Education. Professor Webster presented report of Com- 
mittee of Inquiry into the causes of alleged inequality as to the number in the at- 
tendance of boys and girls at our higher schools. The conclusions arrived at were 
that nineteen twentieths of all students in professional schools and colleges are 
males ; that in incorporated academies and boarding-schools there is no great 
excess either way in regard to sex ; that in higher grades of union schools and 
free academies the female attendance is from one fifth to two thirds in excess 
of the male ; that in our common schools throughout the State there is an excess 
of male over female pupils of about 200,000. 

Rev. B. G. Northrop delivered a lecture on the Special Adaptation of the 
Bible as an Educator. 

Dr. Lowell Mason read an address on the Inductive or Pestalozzian Method 
of Study. 

The special committee on Dr. Wilbur's lecture, delivered at the last annual 
meeting, reported. Recommitted. 

Professor McVicar lectured on Mental Culture and its Relations to Object- 
Teaching. 

Dr. Dio Lewis, of Boston, gave a talk on Physical Culture. Miss Haines, 
Teacher of Gymnastics in the Troy Female Seminary, gave a very creditable 
exhibition of the Doctor's system. 

Rev. A. S. Twombly, of Albany, gave an address, The Duty and Method of 
Preserving our English Tongue, which concluded as follows : " Surely, then, 
to undervalue such a source of power is sin ; not to preserve it, by all means 
within our reach, is crime ; to touch it with a rude or careless hand is profana- 
tion ; to sully it is treason to humanity ; and to violate its purity is nothing 
less than sacrilege against its author, God !" 

The committee on Dr. Wilbur's lecture reported : that perceptive faculties 
should be carefully cultivated by parent and teacher ; that language should be 
cultivated as an aid to memory as a means, and lastly as an instrument of 
thought — the idea first, words and names afterward. Adopted. 

Among the resolutions adopted were the following : 

Resolved, That the support of our Constitution and laws is the duty of every 
American citizen ; that all we have, all we are, and all we hope to enjoy in this 
world, we owe, under God, to our government, and so much we are ready at all 
times to lay upon the altar of our country. 

The following officers were elected : President, J. B. Thomson ; Vice-Presi- 
dents, Rev. J. E. King, Thomas Drainsfield, M. H. Martin, and Aaron Chad- 
wick ; Corresponding Secretary, James Cruikshank ; Recording Secretaries, 
M. M. Merrill, A. Van Valin ; Treasurer, Benjamin Edson. 



46 SECOND DECADE OF THE ASSOCIATION. 

JAMES BATES THOMSON, LL.D. 

James B. Thomson was a native of Vermont. With only the educational ad- 
vantages afforded by the district school for two or three months in the winter, 
and a single term at a neighboring academy, he had made sufficient progress, at 
the age of sixteen, to be made teacher in the school of his native town. His 
success secured an engagement at a doubled salary the following winter, and 
for several years he continued alternately working on the farm, attending the 
academy, and teaching, by means of which he paid for his own education. This 
preparation for college was completed at the academy at Plainfield, N. H. On 
account of weakness of eyes he was obliged to suspend his studies for nearly 
four years. A part of this time he spent in teaching in the " Juvenile Reform 
School," Boston, and in the Centre School, Brighton, Mass. 

After graduating at Yale College in 1834, he remained a year in New Haven 
as a resident graduate, attending the lectures of Professors Silliman, Olmsted, 
and others, and in 1835 assumed charge of an academy in Nantucket, Mass. 
His excessive labors here in school and in connection with the historical de- 
partment of the Athenaeum so far undermined his health that he resigned his 
position in 1842, and removed to Auburn, N. Y. He was here intrusted by 
President Day, of Yale College, New Haven, with the abridgment of his Algebra. 

This was the beginning of his authorship. His next work was a school 
edition of Legendre's Geometry. In addition to these, Dr. Thomson is the 
author of a complete series of arithmetics. Practical Algebra, Collegiate Algebra, 
etc. His last work is a shorter course, embodying his series of Arithmetics in 
two books. 

In 1S13 the first Teachers' Institutes in the State of New York were held in 
Tompkins and Cayuga counties, at the latter of which the mathematical de- 
partment was conducted by Dr. Thomson. He became so deeply impressed 
with their importance and utility as a means of promoting popular education, 
that, declining a mathematical professorship in a college in Indiana, he 
adopted them as a field of labor, and did much to popularize and extend them 
through New York and many other States. 

He assisted in the formation of the New York State Teachers' Association in 
1845, and was rarely absent from its meetings. The honorary degree of 
LL.D. was conferred upon him by Hamilton College in 1853, and by the Uni- 
versity of Tennessee in 1882. He died in Brooklyn, June 21, 1883. 

THE NINETEENTH ANNUAL MEETING 

of the New York State Teachers' Association was held in American Hall in the 
city of Buffalo, beginning Tuesday, August 2d, 1864. Rev. Dr. Clark wel- 
comed the Association in a quaint, humorous, and hearty speech. 

Addresses were delivered during the meeting by Professor North, on the 
Sources of the Teacher's Power ; by Principal Edward Webster, on Public 
Schools of Rochester ; by Professor F. S. Jewell, on Logical Analysis as related 
to the Study of Language ; and by the Rev. Charles G. Ames, on the Relations 
of Education to Life. Important reports were presented : on the Condition of 
Education, by Secretary Cruikshank ; and on Military Training as connected 
with Schools, by C. H. Gildersleeve. 

The following were among the resolutions passed : 

Resolved, That the history, polity, and Constitution of our government should 
be taught in all our schools, wherein the maturity of the pupils is equal to the 
subjects. 

Resolved, That the interests of education and the advancement of the pupils 
in our schools require frequent and thorough public examinations ; and that, 
so far as practicable, these examinations should be conducted by means of writ- 
ten or printed questions. 




JAMES B. THOMSON. 




EDWARD NORTH. 



SECOND DECADE OF THE ASSOCIATION. 47 

Resolved, That with a school system so organized that each teacher shall be a 
military instructor, and each boy a scholar and a soldier, the country will pos- 
sess a guarantee for peace, and hold a moral power in its defensive and retribu- 
tive skill which will be stronger than innumerable iron-clads and countless for- 
tifications of granite. 

The Association selected the following members as officers for the ensuing 
year : President, Edward North ; Vice-Presidents, Edward Webster, J. Dor- 
man Steele, F. S. Jewell, and Henry Carver ; Corresponding Secretary, James 
Cruikshank ; Recording Secretaries, Edward Danforth and Thomas Drainfield ; 
Treasurer, Hiram L. Rockwell. 

PROFESSOR EDWARD NORTH. 

Professor Edward North was born in the year 1820, in the town of Berlin, 
Hartford County, Conn., the native place of those other distinguished teachers, 
Mrs. Emma Willard, of Troy, and Dr. Simeon North, for many years the hon- 
ored President of Hamilton College. 

His early studies, preparatory to college, were pursued at the Worthington 
Academy, where he shared the instructions of Professor Ariel Parish and Rev. 
Henry Bannister, D.D., both of whom still occupy deservedly high places as ed- 
ucators. He was admitted to the freshman class in Hamilton College in the 
autumn of 1837, and graduated thence in July, 1843, with the highest honors of 
his class. 

From some humorous remarks occurring in a speech recently made by Pro- 
cessor North at the fiftieth anniversary of the Clinton Grammar School, we infer 
that his first essay at teaching was made in that school while he was still a 
senior in college. It is certain that his first year after he graduated was 
passed at Paterson, N. J., as a private tutor in the family of Rosvvell L. Colt. 
The succeeding year he read law in the office of Hon. O. S. Williams, in 
Clinton, N. Y. ; but it is quite probable that his thoughts did more readily in- 
cline to make pleasant excursions into the rich fields of classical literature than 
to thread the dreary mazes of the law. 

At the close of the year 1843, before he had attained the age of twenty-four, 
he was elected to the professorship of ancient languages in Hamilton College, as 
the successor of Professor J. Finley Smith — an appointment equally fortunate 
for the college which secured his able services, and honorable to himself, as tes- 
tifying the high reputation which his fine talents had thus early won for him. 

Since that time he has devoted himself uninterruptedly to the duties of his 
department, having given instructions in the Greek language and literature to 
twenty-four successive classes of young men. In thoroughness of teaching 
Professor North has few equals. His method of instruction admirably com- 
bines with the usual college drill in the classics, the signal advantages of the 
written lecture, for familiarizing the student with the manners and institutions, 
the genius and modes of thought, of those remote ages and those dead nations 
whose literature he is perusing. In his numerous lectures Professor North ex- 
hibits in a high degree the ability to present the results of the deepest research 
in a manner peculiarly vivid and captivating. Although many years have 
elapsed since the writer of this sketch, then a college boy listened to these lect- 
ures, he has a lively recollection of the deep interest which they awakened in 
even the most careless students, and of the beneficial effects which their elegant 
diction and their refined wit produced, in aiding to form the style of many of 
the best men in college. 

Few men appreciate so thoroughly as Professor North, the capabilities of that 
invaluable class-room auxiliary, the blackboard. To his skilful use of this is 
due, in a considerable degree, the interest which he arouses in classical study, 
and the fulness and accuracy of knowledge to which his students attain. Every 



4 3 SECOND DECADE OF THE ASSOCIATION. 

teacher would be benefited by a careful perusal of his admirable paper on " The 
Use of the Blackboard in teaching Greek," read' before the university convoca- 
tion at its first meeting in 1863. and published in the seventy-seventh annual 
report of the Regents of the University. 

Professor North's eminent success in his department has encouraged some 
friends of the college, even at a time when it is so much the fashion to under- 
value the study of the ancient classics, to found for the junior class a prize com- 
petition in those studies. This competition was first established in 1856, by 
Horace D. Kellogg, Esq., and was, at length, permanently endowed, early in 
1S66, as a memorial of Lieutenant-Colonel Henry H. Curran, of Utica, a young 
alumnus of the college who fell in the battle of the Wilderness, May, 1864. 
During the eleven years of its continuance, the beneficial results of this competi- 
tive examination have contributed something to the settlement of the vexed 
question as to the judiciousness of the prize system. Indeed, while even the 
best of men in every department of intellectual effort are so keenly alive to 
tangible rewards and recognitions of merit, it is not quite reasonable to expect 
from young students a less susceptibility to such motives, or that the dry details 
of daily lessons shall not at length become wearisome to them, without the 
stimulus of a prize competition. 

It is surprising to observe how large a proportion of those who have won 
these classical prizes have since become successful teachers. Such a fact bears 
honorable testimony, not more to the value of the competitive examination, 
than to the abiding influence which Professor North acquires over the minds of 
young men, leading them to esteem the profession which he adorns as the most 
elevated of callings. 

From the very outset of his career, Professor North has manifested a deep 
and constant interest in the cause of popular education ; nor has he ever per- 
mitted the absorbing interests of his individual position to hide from his view 
the duties which every man owes to his profession. In 1S45 he was associated 
with Mr. Bulkley, Dr. Dewey, and other well-known educators, in a successful 
attempt to bring the teachers of the State into closer relations with each other ; 
and he delivered an address before the convention, which, on the 30th of July 
in that year, met at Syracuse and resolved itself into the New York State 
Teachers' Association. 

Professor North's style as a writer is distinguished for elegance and finish. 
He has furnished contribution's to the American Cyclopcedia, the Cyclopedia of 
American Literature, the North American A'eviezv, and numerous other period- 
icals. 

THE SECOND DECADE. 

The Buffalo meeting closes the second decade of the Association's existence. 
While the educational progress made in this period may not be regarded as so 
vitally important as in the former decade, yet the gains were by no means 
valueless. 

Without specific reference to minor legislative enactments, perhaps the most 
important measures were the creation of the present school commissioner sys- 
tem in 1S56, and the revision and consolidation of the various acts lelating to 
public instruction in 1S64. Ampler provision for the instruction of common 
school teachers was also made in this period, by increasing the number of nor- 
mal schools and by permanent grants for the support of teachers' institutes. 

The organization of the Association of school officers in 1856 and the organ- 
ization of a National Teachers' Association in 1857 (National Educational As- 
sociation) must also be regarded as important results. 

The Regents, by their ordinance of July 27th, 1864, for the purpose of ascer- 
taining what scholars in the academies were clearly entitled to be included in the 
annual distribution of the Literature Fund, directed that at the close of each 



SECOND DECADE OF THE ASSOCIATION. 49 

academic term a public examination of all scholars presumed to have com- 
pleted preliminary studies, be held under the direction of a committee of at 
least three persons, to be appointed by the trustees of the academy. From this 
sprang the Regents' examination. 

The university convocation, organized largely through the efforts of Secretary 
Woohvorth in 1863, must be included as an important educational measure. 
This body as organized was made to include the President, first Vice-President, 
and Corresponding and Recording Secretaries of the New York State Teachers' 
Association. The proposed objects of the convocation are — 

1st, to secure a better acquaintance among those engaged in these depart- 
ments of instruction with each other, and with the Regents. 

2d. To secure an interchange of opinions on the best methods of instruction 
in both colleges and academies, and, as a consequence, 

3d. To advance the standard of education throughout the State. 

4th. To adopt such common rules as may seem best fitted to promote the 
harmonious workings of the State system of education, 

5th. To consult and cooperate with the Regents in devising and executing 
such plans of education as the advancing state of the population may demand. 

6th. To exert a direct influence upon the people and Legislature of the State, 
personally and through the press, so as to secure such an appreciation of a 
thorough system of education, together with such pecuniary aid and legislative 
enactments as will place the institutions represented here in a position worthy 
of the population and resources of the State. 

John V. L. Pruyn, LL.D., was the first Chancellor to preside over the delib- 
erations of the convocation. On his death, in 1878, Erastus C. Benedict, LL.D., 
became Chancellor, on whose death, occurring in 1SS1, the present incumbent, 
Hon. Henry R. Pierson, became Chancellor. 

Dr. David Murray succeeded to the position held so long by Mr. Woolworth, 
in 1880. Dr. D. J. Pratt has been Assistant Secretary since 1S66. 1 

This period witnessed the growth of a civil war unparalleled in the records of 
history, largely the fruit of society's common enemy, ignorance. 

And the dearly bought peace which the close of this epoch brought, served 
among the thoughtful to excite renewed effort in the work, and to impress with 
deeper emphasis the statement of England's greatest statesman, that " Educa- 
tion is the chief defence of nations." 

1 Sketches of these gentlemen will be found in the Appendix. 



CHAPTER IV. 



THIRD DECADE OF THE ASSOCIATION. 

New Brooms — Twentieth Meeting at Elmira, 1865 — James Atwater — Twenty-first Meeting at Ge- 
neva, 1866— Samuel G. Williams — Twenty-second Meeting at Auburn, 1867 — James \V. Barker 
— Twenty-third Meeting at Owego, 1868 — Wm. N. Reid — Twenty-fourth Meeting at Ithaca, 
1869 — Samuel D. Barr — Twenty-fifth Meeting at Syracuse, 1870 — J. Dorman Steele — Twenty- 
sixth Meeting at Lockport, 1871 — James H. Hoose — Twenty-seventh Meeting at Saratoga, 
1872 — Edward Danforth — Twenty-eighth Meeting at Utica, 1S73 — Andrew McMillan — Twenty- 
ninth Meeting at Bmghamton, 1874 — Henry R. Sanford — Review of Third Decade. 

Social, like physical organisms, tend to deteriorate chiefly in two ways — by 
the force expended in the development of new institutions similar to the old, 
and by the encroachments and competitions of other social elements. 

We have seen in the previous periods other educational organizations, 
formed through the influence of the New York State Teachers' Association. 

As " new brooms sweep clean," and new enterprises tend to kindle enthusiasm 
in their behalf, new societies thus formed would naturally tend to diminish in- 
terest in the parent organization. The influences of trade and the pursuit of 
wealth in its varied forms would uniformly tend in the same direction. There 
was one thing, however, which tended to offset, in a measure, the influences 
which otherwise would have had a weakening effect upon education at this 
period. It was the rebound from the horrors of the war, referred to at the 
close of the last chapter, which tended to impress the people more than ever 
with the need of strengthening the real safeguards of the government. 

During the years of the rebellion there was a marked decay in educational 
institutions generally, owing to the absorption of the public attention in the 
great questions at issue, and also owing to the withdrawal of so many of the 
most active and intelligent to the all-important duty of saving the government. 
After peace was inaugurated, educators seemed to feel their responsibilities more 
keenly, and we do not find any marked decline in the work performed by the 
Association. 

THE TWENTIETH ANNUAL MEETING 

was held in the city of Elmira, commencing July 25th, 1865. Rev. Thomas K. 
Beecher delivered the address of welcome. He said : A teachers' convention was 
something new for Elmira. The people were used to receiving many kinds of 
big shows — had welcomed many regiments, and knew how to feed them at the 
hospital or in the church yard, otherwise the city park. 

He held out the warning that there was to be another big show in town to- 
morrow, and the country people seeking the circus might drift into Ely Hall ; 



THIRD DECADE OF THE ASSOCIATION. 51 

others might get to the circus when they were after Ely Hall ; he hoped in 
either case, whether in the hall or circus, the people would behave themselves 
according to the merits of the occasion. The convention had been largely ad- 
vertised, and the people had expected something large, and he had no doubt 
they would be gratified. 

But sincerely, he said, the opinion prevailed that there was a lack of results 
in these great conventions of teachers and other gatherings, as synods and con- 
vocations. But he knew, from practical facts and experience, that such was not 
necessarily the case. As one of the old residents of Elmira, he tendered a cor- 
dial welcome, and taking the President by the hand, he bade him welcome to all 
he might feel, desire, taste, or accomplish. 

The President, Edward North, after replying to the address of welcome, de- 
livered his inaugural address. 

He alluded to the period when the society was formed, and to the number of 
original members still living. He spoke in fitting terms of the death of Henrv 
Howe and Joseph McKeen, and also of the living Presidents, and the status of 
education. 

" It is something not to be ashamed of that only three of our Presidents have 
been drawn aside from the teacher's profession by the solicitations of business. 
We have the fullest assurance that even these are with us to-day in sympathy, if 
not in bodily presence. While nine of our Presidents are still engaged in actual 
instruction, six have been called to the administration of educational affairs. 
Th( se facts reveal the intimate and acknowledged connection of our history, as 
a congress of teachers, with the history of educational progress. While a review 
of the past brings much of satisfaction, it cannot fail to deepen our feelings of 
responsibility, and to inspire us with a more complete and hearty consecration 
to the good cause that has called us together to-day. 

" Twenty years ago we had five literary colleges, with 675 students. To-day 
we have not less than twelve institutions of this class in working order, with up- 
wards of 2000 students. Twenty years ago there were 171 academies, with 
12,251 classical students. To-day there are 230 academies, with 21,548 classical 
students. Here is a record of progress we have a right to be proud of. While 
the older colleges and academies have increased in endowments and libraries, in 
patronage and facilities for instruction, new institutions have been planted in 
other localities for the wider diffusion of intelligence and culture. 

" The chartering and endowment of Cornell University, through the oppor- 
tune and wise liberality of a citizen of Ithaca, is of itself enough to glorify the 
annals of our State for the year 1865. If we honor the posthumous generosity 
of Astor and Girard, who gave to the public what they could no longer retain, 
let us crown with double measures of grateful applause the unreluctant and 
shining liberalities of such living philanthropists as Peter Cooper, Matthew 
Vassar, Simeon Benjamin, and Ezra Cornell." 

Rev. A. W. Cowles delivered an address on the Higher Education of Young 
Ladies ; a poem was read by Francis M. Finch, entitled " Songs of the War ;" 
a report on Teachers' Institutes was made by Professor S. G. Williams ; Dr. 
Lambert presented a report on Classification in Physiology ; Mr. J. C. Long 
delivered a poem, " Odds and Ends ;" Miss Potter read " High Tide," " Sheri- 
dan's Ride," and " Barbara Fritchie ;" an address on Public Education in 
Maryland was given by Hon. L. Van Bokkelen. 

The following resolutions were adopted : 

Resolved, That we will redouble our efforts for the diffusion of sound learn- 
ing, and use our influence to promote universal education. 

Resolved, That higher qualifications are demanded on the part of the teachers 
in our public schools, and that we rejoice in every feasible effort to advance the 
standard of professional culture. 

Resolved, That we respectfully suggest to the Regents the opening of exam- 
inations for college honors to persons other than members of the colleges. 



52 THIRD DECADE OF THE ASSOCIATION. 

Resolved, That we renew our assurances of cordial sympathy and co-operation 
with the University convocation and the National Teachers' Association in their 
noble work. 

The annual meeting at Elmira, says the Teacher, was emphatically a success. 
A new spirit had begun to manifest itself, and the return of peace revives the 
efforts of the friends of education ; for they see in it the only hope of real pros- 
perity and the regeneration of our people— at least that without the means of 
universal education, and an intelligent use of them, all other methods will be 
fruitless. Let us hope our recent meeting has inspired not to be disappointed. 

The following officers were elected : President, James Atwater ; Vice-Presi- 
dents. Edward Danforth, N. F. Wright, James H. Hardy, and John H. French ; 
Corresponding Secretary, James Cruikshank ; Recording Secretaries, J. M. 
Watson and L. A. Tozer ; Treasurer, James W. Barker. 

JAMES ATWATER 

was born in the town of Conesville, Schoharie County, N. Y., in 1821. He 
attended the common schools of that vicinity until 1S3S, when he removed to 
Lockport. He taught district schools in the neighborhood of Lockport for sev- 
eral winters. He then attended school in Farmington, N. Y., and at Levviston 
Academy until the spring of 1844, when he entered the Albany Normal School, 
graduating therefrom in 1845. He then took charge of the public school at 
Pekin, and subsequently the Lewiston Academy. July 5th, 1S48, he entered the 
Lockport Union School as principal of the junior department. During the last 
twelve years of this period he was general superintendent, teaching a portion of 
each day in the mathematical department of the Union School. He resigned 
his position in the fall of 1865. During the yeariS66 he was principal of Bryant 
& Stratton's Commercial College at Syracuse. Since this period Mr. Atwater 
has been engaged in the insurance business in the city of Lockport. He has, 
however, retained his interest in educational work, and is still actively con- 
nected with all associations of teachers in his locality. He was three years 
Secretary of the New York State Teachers' Association prior to becoming its 
President. He has been for nine years a member of the Board of Education of 
the city of Lockport, and for several years President of that body. Mr. At- 
water has also served in the capacity of supervisor of his own ward for several 
years. According to the testimony of his friends, as an educator he was very 
successful, possessing enthusiasm, yet practical in his methods. The following 
extract from his annual address supports this estimate : 

" The educator, especially one who has followed the vocation from youth to 
middle age, and who is hopeful, and trustful as he must be if he at all suc- 
ceeds, is an enthusiast — is ever tempted to pass from the real to the ideal, 
from the positive and actual to the possible and mythical ; ever and anon he 
glides into a fanciful realm, whose landscapes, fairer than the fairest of earth, 
enliven the eye of the poet, whose forms almost angelic enrapture the artist — a 
realm where parents are always prudent and faithful, and children ever reverent 
and obedient ; where teachers know everything, and pupils in a very little time 
know more than their teachers ; where school-houses rise as if by magic, 
adorned after the similitude of palaces ; where no rate-bills are ever known, 
and the dread form of the tax gatherer never overshadows the vision. De- 
lightful as it seems to dwell in this realm, the sober realities of this day and age 
forbid. And yet, as the ideal ever precedes the actual — as the successive achieve- 
ments of the ages are but the gradual elimination of errors and deformities from 
the actual, causing it constantly to approximate to the ideal — may we not rea- 
sonably hope that this yearning after something higher and better in this de- 
partment of human endeavor is but an earnest of better things in a [brighter 
future? May this hope stimulate us to exertion; may each of us strive to 



THIRD DECADE OF THE ASSOCIATION. 53 

hasten forward this educational millennium ; to see that the approximation be 
not like that of the asymptote to the curve of the hyperbola, terminated only at 
an infinite distance." 

THE TWENTY-FIRST ANNUAL MEETING 

was held in Linden Hall, Geneva, July 31st, 1866, and adjourned August 2d. 

The Association was heartily welcomed by Hon. George B. Dusinberre. 

President Atwater returned thanks for the welcome, and then delivered his 
inaugural address. 

Various committees were appointed, followed by the report of the Committee 
on the Condition of Education. 

Rev. W. C. Wisner delivered an address on The Great Responsibilities of 
Teachers at the Present Crisis in the Republic ; James G. Clark sang "The 
world would be the better for it ;" a lecture on the Physical Geography of New 
York was read by Dr. John H. French ; a paper on the Claims of the Natural 
Sciences was presented by Professor W. B. Rising, and a paper on the same 
subject was presented by Professor S. G. Williams ; an address on Defects in 
our Common School Teachers was given by Rev. L. Merrill Miller ; Miss Helen 
Potter read " High Tide" and other selections ; a poem entitled " Faith," by 
Miss Mary A. Ripley, was read by Dr. Cruikshank, of which three stanzas 
are appended : 

" The Present for the Future strives ; 
Not for themselves the ages roll, 
Wasting proud blood for goodly spoil ; 
Not for to-day men give their lives. 

" Not that old bounds may be restored, 
Do gathering armies tread the plains 
Not for a field is crimson rain 
Upon the stainless blossoms poured. 

" O earth, roll toward thy perfect state! 
Put on thy garb of liberty ! 
Call forth thy sons, the pure, the free, 
About thy radiant throne to wait." 

Miss Anna Randall read, " The Burning Prairies ;" a paper on the Estab- 
lishment of an Educational Exchange was presented, and a paper on the Eng- 
lish Language and Literature as an Educational Force was read by Mr. Cavert ; 
Professor Oliver Arey read a paper on the Functions of the Normal School ; an 
address on the Moral Atmosphere of the School-room was given by President 
Jackson, of Hobart College; Mr. Sweet read a poem, "Boarding Round." 
Senator Folger, having been loudly and persistently called on, spoke eloquently 
of the importance of this convention, the glorious purposes of which it is the 
exponent. 

Professor Vrooman also responded to the call of the Association. 

The summary of an object-lesson presented by Miss Ellen Seaver, of Oswego, 
stood thus on the Board : 

" The Mustard and Catnip Plants. 

" The blossoms of the mustard plant are yellow, but those of the catnip are 
purple and white. 

" The mustard stem is round and smooth. 

" The catnip stem is four-sided and downy. 

" The catnip leaves are scalloped, downy, and grow opposite. 

" The mustard leaves are smooth, toothed, and grow one above the other. 

" These plants differ in taste." 



54 THIRD DECADE OF THE ASSOCIATION. 

The following were the most important resolutions offered at this meeting : 

Resolved, That a judicious law should be enacted and enforced for the preven- 
tion, of truancy and irregularity of attendance upon the schools, and that parents 
should not be permitted, unless for the most cogent reasons, to withdraw their 
children from school. 

Resolved, That this Association recommends the formation of academical de- 
partments in the public schools of this State, in all cases where the number and 
advancement of the pupils shall render it practicable. 

Resolved, That the best interests of common-school education imperatively 
demand that school commissioners should devote all their time and energies to 
a thorough and faithful discharge of the duties of their office ; and that we rec- 
ommend to the Legislature, as an indispensable prerequisite, that the salary 
attached to the office of School Commissioner be immediately and largely in- 
creased. 

Resolved, That the genius exhibited in the design of the Atlantic cable, the 
skill shown in its construction, and the high courage displayed in its execution, 
are noble examples of the capabilities of our race ; should be powerful incen- 
tives, to men in all human pursuits, to plan and to labor as the sure means by 
which, under Providence, all human enterprises are brought to successful 
issues. , 

Resolved, That the State tax for the support of schools should be at once in- 
creased to at least one and a quarter mill on each dollar of the valuation of tax- 
able property in the State as equalized by the State Assessors, and that in each 
district where the public money should prove insufficient for the payment of 
teachers' wages, the balance should be raised by tax levied on the pioperty of 
the district. 

The President announced the election of the following officers for the ensuing 
year : President, Samuel G. Williams ; Vice-Presidents, D. S. Heffron, William 
N. Barringer, A. G. Merwin, and D. C. Rumsey ; Corresponding Secretary, 
James Cruikshank ; Recording Secretaries, James W. Barker, J. Dorman 
Steele ; Treasurer, M. P. Cavert. 

The Michigan Teacher of that year said of the meeting at Geneva : " The at- 
tendance was large, and must have been very gratifying to those who were most 
especially interested in the success of the meeting. Linden Hall was filled to 
its utmost capacity, long before the beginning of each session, with gray- 
haired veterans, young men and maidens, and with others who were not 
teachers, but who were interested in the discussion of educational topics. A 
noticeable feature of this meeting was the presence of so many men ol ripe ex- 
perience in the work of teaching. Here were college presidents and professors, 
principals of normal schools and academies, and superintendents of city schools. 
The wisest and most experienced thought it not beneath their dignity to give 
character and influence to this Association, by their presence and counsel. . . . 
The teachers of New York, as represented in this convention, are talented, en- 
thusiastic, progressive ; and, in such hands, the educational interests of the 
Empire State must continue to prosper." 

SAMUEL GARDNER WILLIAMS. 

Professor Williams's educational work began immediately after graduating 
at Hamilton College in 1852. He was employed for about a year in the inter- 
mediate school at Utica, and then became principal of Groton Academy, 
Tompkins County, where he remained five years. 

In 1S69 he became principal of the Central High School at Cleveland, Ohio, 
which position he left to accept the chair of geology in Cornell University. As 
a teacher Professor Williams has been uniformly successful. He has been the 
recipient of various offices, and is now (1883) chairman of the Executive Com- 
mittee of the Regents University convocation. 



THIRD DECADE OF THE ASSOCIATION. 55 

The breadth of Professor Williams's scholarship and the liberality of his 
views may be gleaned from the following extract from his inaugural address : 

" I observe that, at the last meeting of this Association, a resolution was in- 
troduced, and, after a brief discussion, passed, deprecating the popular tendency 
to substitute special training for thorough general culture. With the spirit of that 
resolution I think every observant teacher must heartily concur. It is but too 
apparent that there is a great and growing tendency, under the specious name of 
practical education, to make the training for some special pursuit the chief end 
of education, and to proportionately undervalue a broad and generous culture. 
The astonishing expansion of the physical sciences and the increasing demands 
of lucrative labor have driven men wild. Because the physical sciences, in 
patient and skilful hands, have done much to ameliorate the condition of the 
race, men seem to imagine that they can work miracles upon the minds of the 
ignorant. Because the openings for labor exceed the number of laborers, time- 
saving processes are sought, by which boys may be fitted to do the work of men 
before their time. Because the material world and its concerns are obtrusive 
and absorb too much of our attention, we practically forget that man has any 
other — certainly any higher — earthly destiny than to accomplish the greatest 
possible amount of work. And so a thoroughly developed manhood comes to 
be of no account : individual perfection is to us like the dimly remembered 
words of a song we sometime heard, and in the words of Tennyson : 

' Knowledge comes, but wisdom lingers, and we linger on the shore, 
And the individual withers, and the world is more and more.' 

" All the arts which pertain to humanity have a certain common bond, and are 
held together, as it were, by a kind of kinship, says Cicero, who, that he might 
become a great orator, had fathomed all that the ancient world had of learning. 
Hence, to use the words of Bulwer, critic not less than novelist : ' Pethaps no 
men are more superficial in their views than those who cultivate one branch of 
learning, and only one branch ; perhaps no men are less superficial than those 
who know the outlines of many. A man, indeed, who cultivates only one 
pursuit can rarely master it thoroughly. It is by continual comparison of truth 
with truth that we come to just and profound conclusions ; the wider the range 
of comparisons the more accurate our inferences.' ' The men who are so care- 
ful to avoid the superficial that they plummet only one source of learning, and 
think that, in order to penetrate to its depths, no time can be spared to sport 
over other fountains, are usually shallow and headstrong theorists. They go 
round and round in a narrow circle and never discover the outlet.' The appli- 
cation of these remarks to a refutation of the popular idea, that men with no 
other foundation to build on than a limited acquaintance with the ordinary 
common-school branches can become good lawyers or doctors by a two or 
three years' study at a law or medical school, good business men by a few 
months' attendance at a commercial college, good teachers by a single term's 
tuition at an academy, or profound students of any special branch of science by 
a limitation of their training to that single branch, is so obvious as to need no 
enforcement." 

TWENTY-SECOND ANNUAL MEETING. 

The State Teachers' Association met in Corning Hall, Auburn, July 23d, 
1867, at 3 p.m., and was called to order by the President, Samuel G. Williams, 
Esq., of Ithaca. Prayer was offered by Rev. Dr. Huntington, of the Auburn 
Theological Seminary. The address of welcome was then delivered by Rev. 
Henry Fowler. He read a letter from Rev. Chester Dewey, of Rochester, the 
first President of the Association, full of kind and encouraging words. 

President Williams made an appropriate response. 

Dr. Cruikshank, from the Standing Committee on the Condition of Educa- 
tion, presented the annual report, closing with the following resolution : 



56 THIRD DECADE OF THE ASSOCIATION. 

Resolve!, That the amendment to the school law, providing for free schools 
throughout the State, is the fulfilment of the high ideal for which this Association 
has labored since its organization, and that we will remit no effort that shall 
give efficiency to the law. 

Hon. G. W. Clinton, of Buffalo, addressed the Association. He remarked : 

" Education creates no powers of the mind, it only educes them. Action 
is the eloquence of man's nature, and progress is its light. Inanimate nature 
has fixed laws, embodying no progress ; their existence is and was dependent 
upon their own place and time. To conquer all things man must know all 
things, and to stop in this march of progress is decay and death. He must 
ultimately conquer himself. The entering wedge is driven into Africa on every 
side, and her barbarous tribes must be lifted up or perish." 

The chair appointed, as Committee on Constitutional Convention, Professor 
Edward North, Superintendent David Beattie, and Professor James H. Hoose. 

Dr. H. B. Wilbur, of Syracuse, was then introduced, and read a paper on 
The Natural Method of Acquiring Language. 

Professor S. B. Howe, of Catskill, read a paper upon The Proper Limits of 
the Free School System. He closed with the following resolution : 

Resolved, That the free school system of the State should extend from the 
primary school through the university. 

Mr. Stebbins, of the Rural New Yorker, spoke briefly of the school system of 
Michigan, which is free from first to last. 

Dr. Davies said : " In reply to certain rich men who ask, ' Why do you take 
my property to educate your children ?' it may be answered, You take my chil- 
dren to protect your property." 

Dr. James B. Thomson, of New York, presented the report of the Committee 
on the Decimal System, which closed with the following resolution : 

Resolved, That this Association, in view of the advantages of the metric system 
of weights and measures, its adaptation to the wants of the world and the pros- 
pects of its universal adoption, recommends its introduction, as a branch of 
study, into all our public schools and academies, at the earliest day practicable. 
Carried. 

Dr. Charles Davies, of Fishkill, delivered a lecture upon The Nature, the 
Uses, and the Poetry of Mathematics. 

Professor Edward North presented an able and carefully written paper on 
Normal Departments in Colleges. 

Mr. James W. Barker, of Buffalo, read a poem, '•' Flats and Sharps." 

Rev. Herrick Johnson, D.D., of Pittsburg, was introduced and delivered an 
address. 

Dr. J. C. Gallup, of Clinton, presented a paper on A Curriculum of Studies 
for Ladies' Colleges. 

Mr. N, B. Barker, of Buffalo, believed the positions taken in the paper were 
too narrow. 

Professor S. G. Love, of Jamestown, read a paper on the Relation of Princi- 
pals and Assistants in Graded Schools. 

Mrs. A. T. Randall of Oswego, read " An Order for a Picture," by Alice 
Cary. 

Mr. Baker, of Buffalo, favored the Association with music. 

Mr. D. H. Cruttenden, of New York, gave a lecture upon Language as a 
Means of Discipline. 

Professor J. W. Armstrong, of Oswego, read the report of the Standing Com- 
mitee on Improved Methods in Education. 

Mr. James H. Partridge, of New York, then read a paper on The Teacher's 
Relation to Changes and Irregularities in Language. 

The Rev. P. P. Bishop, of Auburn, delivered an address upon The Develop- 
ment of Beneficent Powers. 

Music by the College Band. 




l%%/9! 



JAMES W. BARKER, 



THIRD DECADE OF THE ASSOCIATION. 57 

Mrs. A. T Randall then, by request, gave a recitation, " The Face against 
the Pane." 

His Excellency Governor Fenton was introduced, and said : " I regard the 
teachers in this country as the guardians of our public liberties. They add to 
the stability of the State. Well-written constitutions, well-extended domains, 
and the splendor of cities alone will not afford this. It is guaranteed only in the 
intelligence of the whole people." He proceeded at some length to enforce this 
and kindred ideas, in simple but eloquent language. 

The following officers were chosen for the ensuing year : President, James 
W. Barker, Buffalo ; Vice-Presidents, C. R. Abbot, Kingston, A. J. Lang, 
Waverly, J. Winslow, Watertown ; Corresponding Secretary, James Cruik- 
shank, Brooklyn ; Recording Secretary, M. M. Merrill, Watertown ; Treasurer, 
M. P. Cavert, Albany. 

JAMES IV. BARKER. 

Professor Barker was born on the eastern shore of Lake Champlain, in the 
Green Mountain State. His father came from the real Puritan stock — Nathan 
B. Barker byname — and fought in the struggle of 1812, while his grandfather 
was a Green Mountain Boy of Revolutionary memory. 

Young Barker began his school life in New Hampshire, whither his parents 
removed, and it was there he fitted for college, and subsequently for several 
years studied medicine, though he never applied for a degree, having entered 
the school-room, wherein he has found his life's work. 

In 1845 he came to Western New York, and it is in this section where the 
most of his subsequent life has been spent, either in the school-room or editor's 
sanctum, for Professor Barker is known for his poetical abilities as well as 
being a writer of prose. 

For a time he was employed by Superintendents Rice and Weaver in con- 
ducting teachers' institutes. Three times he has read the annual poem before 
the State Teachers' organization, with matked acceptance. 

In 1S61 he appeared as the poet before certain societies of Hillsdale College, 
Michigan, at their commencement gathering, and on commencement day the 
college gave him the degree of A.M. 

The following from his pen has been set to music : 

"THE OLD SCHOOLHOUSE. 

" Amid a little family 

Of bright green hills it stood. 
In all its rude simplicity, 
Close by the beechen wood: 
That old school-house with windows four, 
And one above the shattered door. 

" Near by the little brooklet sang, 
In summer time so sweet, 
Inviting to its pebbly shore 
A dozen truant feet, 
Which dashed the crystal waters wide, 
Whene'er they touched the sparkling tide. 

" And when old winter's icy touch 

Had silvered o'er the stream, 

And many a stately pile of snow 

Was heaped upon the green, 

How swiftly flew the shining steel, 

Bound closely to the skater's heel. 

" Adoun the hillside, and adown, 
The busv sledges swept, 
Then tugging up the glassy steep 
The shivering urchins crept, 
Unheeding the incessant roar, 
The master pounding on the door. 



58 THIRD DECADE OF THE ASSOCIATION. 

" These merry forms come fitting by 
The sunlight of my heart, 
And in each scene that fancy draws 
They bear an humble part, 
As brisk a band as e'er was seen, 
That sported on the school-house green." 

For several years he was editor of the Teacher ; for three years, of the 
Daily Journal, Courier and Weekly Intelligencer, at Lockport, where his office 
was destroyed by fire. He was also editor and publisher of the Buffalo School 
Journal. For the past nine years he has been principal of Public School No. 4, 
Buffalo. We learn that he is engaged in arranging an edition of his later 
poems, to be called " Wayside Poems," for the press. 

THE TWENTY-THIRD ANNUAL MEETING 

was held in the Presbyterian Church, Owego, July 21st, 22d, 23d, 1868. J. A. 
Prindle welcomed the Association, the President responding. M. P. Cavert 
read a report on the Condition of Education ; A. J. Lang read a report on 
Compulsory Education; J. E. Frobisher recited "The Bells;" S. D. Barr, 
Deputy Superintendent, reported on Educational Wants and Work ; Adolph 
Werner made a report on Language not Grammar ; William L. French re- 
ported on Class Recitations ; Miss Randall recited " Our Folks ;" Miss Olive A. 
Pond read " A man's a man for a' that ;" Professor C. W. Sanders reported upon 
Vocal Music as a branch of Education. Reports were read by Professor 
Johonnot on Culture for Women, M. M. Merrill on Text- Books, G. H. Stovvits 
on Educational Drifting ; T. S. Lambert delivered an address on Physiology. 
An address was also delivered by Richard Edwards, President of the Illinois 
State Normal University ; Rev. A. T. Pierson reciting an original poem. Miss 
Susan B. Anthony addressed the Association on the Rights of Women ; S. G. 
Love introduced his class of athletes, who presented gymnastic exercises ; Mrs. 
S. D. Barr read a paper on Noble Esthetics for all children. 

The following were among the resolutions adopted : 

Resolved, That true teachers primarily, and the best text-books subordinately, 
are essential to popular education. 

Resolved, That a committee of three be appointed to prepare a memorial to 
the next Legislature, asking for such changes in the law as to allow women to 
hold school offices. 

Committee on nominations reported the following officers, who were declared 
elected : President, William N. Reid : Vice-Presidents, D. H. Cruttenden, E. 
Danforth, D. C. Rumsev, and J. A. Allen ; Corresponding Secretary, James 
Cruikshank ; Recording Secretaries, Alviras Snyder, Edward Smith ; Treas- 
urer, Daniel J. Pratt. 

WILLIAM N. REID. 

We have been unable to procure but meagre data with regard to the twenty- 
third president, William N. Reid. 

So far as we have information, his life was chiefly spent in educational 
work. He taught in various parts of New York State, in Buffalo, Newburg, 
and was a teacher in Brooklyn but a short time previous to his death. He had 
charge in that city of public school No. 13, for several years. He subsequently 
took charge of Morehouse Academy, which position he retained until his health 
compelled him to relinquish it. 

He is said to have been pleasant as an instructor and well informed general- 
ly in the topics of his profession. He was a passionate lover of music, and 
possessed a well-cultivated voice. In personal appearance he was above 
medium size with iron-gray beard and hair, and with prepossessing mien. His 
pupils and associate teachers testify to his genial qualities. 



THIRD DECADE OF THE ASSOCIATION. 59 



THE TWENTY- FOURTH ANNUAL MEETING 

was held at Ithaca, July 27th, 28th, and 29th, 1869. The exercises of the open- 
ing session, the afternoon of the first day, consisted of an address of welcome 
by Rev. Dr. Strong, on behalf of the citizens of the place ; a similar address by 
Hon. Ezra Cornell, in response to whose invitation the Association was con- 
vened at Ithaca ; and President Reid's inaugural. Speaking of the plan and 
working of Cornell University, especially in regard to appointments to State 
scholarship, Mr. Cornell announced that no distinction of sex is made in the 
organic law of the University, and that any ladies, duly qualified, who should 
present themselves for admission would be received, an announcement that 
was received with much applause. In the evening T. W. Valentine, of Brook- 
lvn, read a paper on Duty and Interest, in which he denounced, as did President 
Reid in his inaugural, the action of our late Legislature in granting appropria- 
tions to sectarian schools. J. W. Barker, of Buffalo, next read a paper on 
Teachers' Institutes, in which he reviewed the rise and progress of teachers' 
meetings, considered the legitimate work of these professional schools for the 
great body of teachers unreached by normal schools, and appealed to teachers 
to exercise greater care and vigilance in conducting them. 

The next morning resolutions were adopted deploring the death of Hon. 
Charles R. Coburn, late School Superintendent of Pennsylvania, and paying a 
high tribute to his memory, " as a sincere friend, an intelligent and hard-work- 
ing practical educator, a thoroughly honest man, and an earnest and consistent 
Christian." A report was then read by D. J. Pratt, of Albany, on the Study 
of History in Common Schools. This was followed by D. H. Cruttenden's 
discourse on Language. Then Dr. Lambert trotted out his hobby, Health 
and Hygiene. In the afternoon Superintendent Bulkley^ on behalf of the 
Committee of ex-Presidents, reported in favor of celebrating next year, at Syra- 
cuse (where twenty-five years ago the Association was organized), the first quar- 
ter-centennial of the Association ; which report was adopted. B. Waterhouse 
Hawkins, the well-known artist naturalist, then delivered, with his unrivalled 
crayon illustrations, an address on the Unity of Design in the Work of Crea- 
tion. J. J. Edwards, M. D., of the city, next read a paper on the origin and 
relations to each other of the types and characters used in writing and printing. 
In the evening the Association was favored with Professor Sprague's lecture 
on Milton as an Educator, the most eloquent and scholarly address delivered 
before the convention. 

Thursday morning, the third and last day, committee reports were read, " On 
Improved Methods in Education," by S. G. Williams, of Ithaca; " On Women 
as School Officers," by James Johonnot ; and on "The Quarter-Centennial 
Anniveisary," by J. W. Bulkley ; and addresses by Professor Barlow, of 
Amherst College, " On the Passions and Emotions in Reading," by Professor 
Allen, " On Chartography ;" and by Calvin Townsend, Esq., " On Civil Gov- 
ernment." 

In the afternoon the following officers were elected for the next year : Presi- 
dent, Samuel D. Barr ; Vice-Presidents, Mrs. A. T. Randall, S. G. Love, M. 
McVicar, A. G. Merwin ; Corresponding Secretary, G. L. Farnham ; Record- 
ing Secretaries, H. R. Sanford, J. G. Fox ; Treasurer, D. J. Pratt. 

Delegates were appointed to attend a Teachers' Association at Toronto, and 
a committee to revise the constitution and by-laws of the Association, to 
report at the next annual meeting. Mr. T. F. Griswold, of Forestville, read a 
paper on Methods in Education, which was followed by a resolution expressing 
the Association's disapproval of the action of the last Legislature in granting funds 
to sectarian schools, and considerable discussion thereon. The evening session 
was devoted to readings, singing, thanksgiving resolutions, mutual admiration, 
and other social exercises. Altogether the meeting was quite a satisfactory one. 



60 THIRD DECADE OF THE ASSOCIATION. 

The attendance was large, the entertainments of the teachers by the townspeople 
was liberal, and everything passed off with very little jarring. 

SAMUEL DA VIS BARR 

was born in Gouverneur, St. Lawrence Co., N. Y., July 7th, 1826. His parents 
were of New England ancestry. Leaving the district school when seventeen 
years of age, he attended the Black River Literary Institute, at Watertown, 
N. Y., two terms. The next winter he enjoyed the luxury of teaching his first dis- 
trict school and " boarding round.' ' He received for his first term $11 per month. 
He also taught the next two subsequent winters. Just before reaching his 
majority, his father, who was a farmer of small means, used all his persuasion 
to induce his son Samuel to remain with him instead of going through college, 
but without avail, Having one older and two younger brothers and a sister, the 
oldest of the children still at home, he felt no filial obligation binding him to 
the old hearthstone, and set forth from home the next morning after becoming 
of age, without a dollar. That day he walked twenty-five miles, to Gouverneur, 
and on the next made arrangements to attend Gouverneur Wesleyan Seminary 
in the fall, and board himself. To Dr. John W. Armstrong and his successor 
at Gouverneur, William W. Clarke, he was greatly indebted for assistance in his 
school work. He remained in that institution till twenty-five years of age, 
teaching a part of the time, and was then fully prepared in Latin, Greek, and 
mathematics for the junior class in college. 

Through the aid of his father and Professor Avery J. Smith, his instructor in 
mathematics at the seminary, he obtained the pecuniary aid necessary to enter 
Williams College in the fall of 1851. During his course he received the prize 
offered his class for the best geological map of the Taconic system of rocks, as 
exhibited in the mountains near the college. On graduation he was offered a 
choice between the mathematical and geological honors. Three months before 
graduating (1S53) he was applied to by the trustees of the Wesleyan Seminary at 
Gouverneur to take the chair of mathematics in that institution. This position 
he accepted and retained three years, and was elected for another year. But 
having decided to enter the legal profession, he settled at Watertown and 
entered the law office of Hon. Joseph Mullin. Three days after he was per- 
suaded to accept the chair of mathematics in the institute, and he accordingly 
taught three hours a day in connection with his law studies, till 1858, when he 
was admitted to the bar. 

In 1S63 he accepted the nomination and was elected School Commissioner, 
which office he held till the summer of 1865, when he received the appointment 
of Deputy State Superintendent under Victor M. Rice, retaining the position 
through Superintendent Rice's administration. Mr. Barr's term of service 
covered the important period when the Free School law reached a successful 
termination, and many other important measures were enacted. iVIr. Barr 
devised and executed a scheme for renumbering the school districts, by which 
joint districts could receive only their just allowance. For this work the Legisla- 
ture paid him an extra compensation of $500. Beside using his influence for 
the passage of the Free School law, Superintendent Barr assisted in procuring 
the passage of the bill increasing the salaries of commissioners, and also the 
bill increasing the number of normal schools. The Legislature voted him 
$1000 extra compensation for overwork during the last year of his term. 
While in the department he was elected professor of mathematics in Williams 
College, but his work was such that he felt impelled to decline. 

On leaving the department he accepted a position in a collegiate institute 
at Rochester. In 1870 was elected principal of Penn Yan Academy, where he 
remained two years, and was elected for a third, but accepted the principalship 
of the West High School in Cleveland, Ohio, at a much higher salary. This 




SAMUEL D. BARR. 



THIRD DECADE OF THE ASSOCIATION. 61 

school grew under his three years' management from fifty-three to one hun- 
dred and sixty pupils. Resigning this position, he accepted the professorship 
of mathematics in Albion College, where he is now teaching. His work covers 
a complete course in higher mathematics. 

Professor Barr was married in 1854, and has two sons, the younger of whom 
graduated at Williams College in 1881. That Superintendent Barr was an en- 
thusiast as regards the educational work of New York may be seen from the 
following poem of his, supplemented to an article on Educational Work and 
Wants : 

" Yes, the State hath grandly spoken 
Words that echo far away — 
' Let the bolts and bars be broken — 
Ope the doors as wide as day ! 

" ' Let the light of truth be given, 

Without money, without price — 
Beam en all, Day-star of Heaven ! 
Break, O morn of paradise ! ' 

"At the words a brighter morning 
Dawns upon us from the skies ; 
Mountain, vale, and stream adorning, 
And a million paeans rise. 

" Myriad children swell the chorus, 
Rolling far, and rising high, 
While the lovel ones, gone before us, 
Bend to listen from the sky. 

" In the bright abodes of Learning 
There are happier hearts to-day ; 
Joyous throngs are now returning, 
Whom the Rate-bill drove away. 

" Pause, and listen to their singing — 
Wondrous words the children say— 
For a deeper chord is ringing. 
1 We are all the State's to-day ! 

" ' As a mother she hath crowned us. 
And hath made us all her own, 
She hath thrown her arms around us, 
Hence we walk no more alone.' 

" Grand New York ! The inspiration 
That hath conquered in the war, 
Thou hast caught, and, for the nation 
Said and wrought ' Excelsior !' " 

THE TWENTY-FIFTH ANNUAL MEETING 

was held in Syracuse, July 26th, 27th, and 128th, 1S70. President White, of 
Cornell University, gave his famous address, " The Warfare of Science," and 
welcomed the Association to Syracuse. He discussed the contest between the 
spirit of public education and the spirit of bigotry. He favored no sectarian 
schools. 

Samuel D. Barr, of Rochester, President of the Association, in reply, 
thanked Mr. White for his great efforts in former years in the New York Legis- 
lature in behalf of popular education, and attributed to him much of the suc- 
cess of our common-school .system. In his inaugural address, Mr. Barr 
traced the course of the Association during the past twenty-five years, and in 
closing commended the work of the State normal schools, and advised teachers 
to add to the elementary course and the culture of the higher course. 

" The Condition of Education" was the subject of a report by the chairman 
of the committee, Dr. J. Alden, of Albany. The report set forth that the con- 



62 THIRD DECADE OF THE ASSOCIATION. 

dition of education is encouraging, because more correct ideas on the subject of 
education are making progress. Now it is deemed to be the teacher's work, not 
simply to communicate knowledge, but to lead his pupils to such habits intel- 
lectual, moral, and social — as shall fit them for the work of life. Formerly 
teachers proceeded from the general to the particular ; now it is the opposite : 
now we understand that a good educational institution means something more 
than huge piles of brick and mortar, apparatus, etc. The vitality of the institu- 
tion depends upon the quality of its teachers ; ladies still, however, do not get 
pay commensurate with their work. 

Professor Hermann Krusi, of Oswego, reported upon " Improved Methods 
in Education." Development of principles from scholars, without text-books, 
in accordance with " the Oswego Method," was advocated in the report. 

Two addresses were delivered, one by Dr. J. W. Armstrong, of Fredonia, who 
gave A Chapter on the Origin and History of the Material Universe. No 
brief synopsis can do justice to the lecture, which abounded in close logical de- 
ductions and real eloquence. It was well received. 

The other address was by Dr. S. G. Williams, of Cleveland. He said that the 
experiment of giving " a " grammar school to lady principals in Cleveland had 
been eminently successful, the examination of the pupils fcr admission to the 
high school showing ten per cent better scholarship than under male principals 
the previous year. He believed in the right of the seat text-books, but had seen 
excellent results from their entire abandonment. He also urged upon teachers 
the necessity of directing pupils in the selection of proper readings. 

At each session papers were read, usually followed by discussion of the views 
presented. 

Dr. Armstrong, of Fredonia, presented an exercise, with simple apparatus, 
showing how the principles of centrifugal and central forces can be developed 
now in a common school, and in the like manner of natural science, and this, 
too, by means of very simple apparatus. 

In the discussion following, the exercise was highly commended by Dr. Wool- 
worth, Professor Steele, Professor Cooley, and others, and the Doctor's recom- 
mendations were adopted by the Association. 

Dr. M. McVicar, of Potsdam, in a paper on The Teachers, our Times, and 
Demand, drew the line between the theoretical and practical modes of educa- 
tion. The active and progressive character of our age demands live teachers — 
teachers of comprehensive ideas, practical minds, and thorough discipline. 

Professor C. D. McLean, of Brockport, read a paper entitled The Teacher 
as a Citizen. The responsibilities of the teacher in educating the child for 
citizenship were pointedly presented. In the discussion that followed, teachers 
were reminded that in becoming teachers they surrendered none of their rights 
as citizens. 

Professor J. H. Hoose, of Cortland, read a paper concerning The True 
Idea of School Discipline. He felt that virtue and truth must be cultivated, 
and that the school should be largely governed by good disposition of the 
pupils. 

The discussion following the reading of the paper seemed to turn upon corpo- 
ral punishment. 

Rev. S. J. May, of Syracuse, said that the rod was abolished in the schools of 
this city three years ago. and good results had followed ; other means of disci- 
pline had been substituted, being mainly rewards. 

Professor C. H. Anthony, in a speech which seemed to meet the approval of 
the house, replied that he considered the world a great school, and cur Heavenly 
Father the Schoolmaster ; and that we could take lessons from Him in the matter 
of governing pupils. He thought that pupils who were educated without the 
rod were not fully educated — he pitied the children of Syracuse. 

Mr. Ross, of Seneca County, the champion of the " rural districts," quoted 
Solomon. He didn't so much believe in moral suasion. In visiting an Eastern 








-^-jyxJA^U-^d/ Cl^- 




J. DORMAN STEELE. 



THIRD DECADE OF THE ASSOCIATION. 63 

city school he ached to get hold of the unruly pupils. He didn't like city boards 
of education — they made their teachers mere animals to do their biddings. 

Professor H. A. Balcom, of Corning, read a paper which proposed to throw 
overboard the study of English grammar. 

Mrs. A. T. Randall, of Oswego, read a paper entitled The School Mis- 
tress. A vivid picture was first given of the " schoolmarm" of the olden 
time. She then paid a very handsome tribute to the memory of Mrs. Emma 
Willard and Miss Ellen M. Seaver ; and lastly, showed the progress made in 
facilities for female education and more equitable compensation for female 
teachers. 

Professor C. H. Anthony, in a paper entitled " School sui generis," gave an 
account of an expedition under the direction of Professor Amos Eaton, with 
competent assistance, which was sent out in 1S28 by Hon. Stephen Van Rens- 
selaer, then Patroon of Albany. They were to traverse the State, having the 
Erie Canal as abase, making geological surveys, examining quarries and mines, 
and learning adaptation of soils to various purposes, etc., etc. They were to 
lecture to the people on the result of their observations and give instruction in 
the natural sciences. This was highly successful, and led to the establishment 
of the Rensselaer Polytechnic Institute. 

Mrs. H. B. Hews read a paper upon Government, which advocated that the 
right of suffrage should be based upon intelligence and morality, without regard 
to sex. 

Miss Emily A. Rice, of Darien, Conn., read a paper upon Toils and Toil- 
ers, and Miss Ellen J. Merritt, of Potsdam, upon Our Rural District Schools. 

Professor E. A. Sheldon, from a committee appointed last year, reported a 
plan of examinations for State certificates, to be under the direction of the State 
Superintendent and the principals of the State normal schools. No final action 
was had on the report. 

Hon. Victor M. Rice, Mrs. Emma Willard, and Miss Ellen M. Seaver, having 
died during the year, due obituary mention was made by Dr. J. B. Thomson, 
of New York, chairman of Committee on Necrology. 

H. R. Sanford, of Fredonia, from committee appointed last year, reported the 
revised constitution and by-laws, which were unanimously adopted. 

The following officers were elected for the ensuing year : President, J. Dor- 
man Steele ; Vice-Presidents, Miss Silvia J. Eastman, A. J. McMillan, W. A. 
Welch, Miss Camilia Peterson ; Corresponding Secretary, James Cruikshank ; 
Recording Secretaries, H. R. Sanford, E. Curtis ; Treasurer, D. J. Pratt. 

JOEL DORMAN STEELE. 

J. Dorman Steele ' was born at Lima, N. Y., on the 14th of May, 1836. His 
father, the Rev. Allen Steele, is a noted minister of the Methodist Episcopal 
Church. J. Dorman prepared for college at the Classical Institute, Albany, and 
at the Boys' Academy, Troy. In 1858 he graduated at Genesee College, and 
soon after went to Mexico Academy as professor of natural science. The need 
of doing more work in the sciences in less time than the text-books in use 
required soon became apparent to him, and he began to expurgate the text and 
teach orally and by lectures in order to meet this want. In 1859 he was ap- 
pointed principal. Under his management the school increased largely, and a 
library and apparatus were purchased. 

Dr. Steele remained here until 1861, when he enlisted in the Eighty-first New 
York State Volunteers, raised a company, was elected captain, and went to war. 

1 This sketch is condensed from the biographical notice in the Western Educational Review 
for February, 1871. Professor Steele is author of the celebrated " Fourteen Weeks' Courses " in 
each science, of which Philosophy, Chemistry, Astronomy, Geology, Zoology, and Botany are 
now ready. 



64 THIRD DECADE OF THE ASSOCIATION. 

He served in McClellan's Peninsular campaign, and at the battle of Seven Pines 
was wounded, but remained on the field and led his company until night. A 
week after he was sent to the hospital, where he was attacked with fever and 
rheumatism, was sick for many months, and finally resigned and was honorably 
discharged the service. 

In 1862 he was elected principal of Newark Union Free School and Academy, 
and resumed his work of teaching the sciences. Each season he gave a lecture 
weekly, with experimental illustrations, to large audiences. With the proceeds 
he purchased a library and very completely equipped the laboratory with all 
needful apparatus. During the time he continued his task of condensing the 
work of each branch of science into a term's study. 

In 1S66 he was elected principal of the Free Academy at Elmira, where he in- 
troduced the sciences on his new plan. At this time he began to write. His 
mss. grew into shape in his classes out of actual recitations. The analysis of 
each subject, the ideas advanced, the illustrations used, were suggested in the 
school-room. 

In 1867 he prepared his " Fourteen Weeks in Chemistry" for the press, and 
was having it printed at Elmira, for the use of his classes and those of his per- 
sonal teacher-friends, when his present publishers proposed to issue it for him. 
In 1868 he prepared his Astronomy, in 1869 his Philosophy, and in 1870 his 
Geology — all of the same plan as his Chemistry. 

As an author Mr. Steele has invested with the most winning charms subjects 
heretofore considered dry and distasteful. Although at times somewhat highly 
colored, his style* is easy, graceful, and always refined. There is remarkable 
felicity in his illustrations, which are frequently literary gems of the first water. 

At the New York State University Convocation in 1871, his degree of Ph.D. 
was conferred, " in consideration of eminent services as a teacher," by the high- 
est educational authority in the State — the Regents of the University. His elec- 
tion as President of the New York State Teachers' Association was also a pleas- 
ant feature of the year. In all things he has undertaken he has acquitted himself 
with honor, and imparted a nobility and dignity to the teacher's profession. 
That he may live to realize the promise of his future is the fervent wish of thou- 
sands of his co-laborers. 

THE TWENTY-SIXTH ANNUAL MEETING 

was held in the city of Lockport July 25th, 26th, and 27th, 1871. The Presi- 
dent, J. Dorman Steele, called to order at 2.30 p.m. Rev. Dr. W. C. Wisner 
delivered the address of welcome. President Steele thanked the citizens of 
Lockport for their generous welcome, and proceeded to deliver his inaugural 
address. In conclusion he said : 

" My fellow-teachers, our work seems commonplace, our labor profitless. 
But do you not see how these little things take hold of grander things beyond ? 
Go on to the parade ground, and see how they manufacture raw recruits into 
soldiers. The process seems almost childish. You catch the regular pendulum 
left, left of the drill-master, the steady framp, tramp of the heavy shoes, the 
rattling click, click of the guns, the swaying of the long lines of men, and the 
flashing of polished steel. You say, Does all this make soldiers, heroes, 
patriots ? Wait a few months. Let them continue the monotonous marking of 
time ; let them toss the heavy guns until they grow light ; let those lines march 
until they can swing on a pivot like the spokes of a great living wheel. Then 
you shall see those columns drill on a grander parade. There is no music, no 
pomp, no childish drilling, no awkwardness now. All that is forgotten. They 
are patriot soldiers, and the battle is to be won. They stand at Gettysburg. 
The tide of invasion surges and dashes at their feet, and breaks into foam. 
They charge at Lookout, and from far above the clouds comes back the mighty 
shout of victory. 



THIRD DECADE OF THE ASSOCIATION. 65 

" We are only drilling for the battle of life. Let us fail not, and from every 
field where Might meets Right we shall hear the pleasant answer, ' I am here,' 
one of those stout hearts we have trained for the fight. And in more peaceful 
walks we shall see, patiently working out the mysterious problem of life, some 
earnest one in whose hands we first placed the key to its solution." 

Professor Charles Davies, of Peekskill, read a paper upon the Metric System ; 
Miss Flora T. Parsons, of Rochester, read a paper upon Hints in Teaching, or 
Nature's own Method ; D. R. Ford, of Elmira, delivered a lecture detailing the 
events of A Trip around the World in 1870 ; Edward Danforth, of Albany, read 
the report of the Committee on the Condition of Education ; Charles S. Halsey, 
of Canandaigua, read a paper upon English Grammar. " English grammar is 
the science of the English language, and the art of speaking, reading, and writ- 
ing that language correctly. This broad and comprehensive view has often 
been narrowed down in practice to a mere exercise in parsing words. A 
method of teaching so inadequate has often led scholars to consider the subject 
very dry, and parents to consider it of no great practical importance. The pupil 
should not confine himself to the text-book or the daily lesson assigned for reci- 
tation, but should draw generously upon the writings of the best authors, and 
so acquire not only wealth of ideas, but the grace of refinement, which, in lan- 
guage as in manners, can be found only in the best society." 

Mood Language was presented by D. H. Cruttenden ; Alexander J. Robb, 
of Waterford, read a paper on Arithmetical Generalization . Walter A. Brow- 
nell, of Syracuse, read a paper on The Use of Text-Books ; next followed a 
paper upon Educational Tests, by Oliver Morehouse, of Albion. 

President Greene, of Brown University, reminded the Association of his 
acquaintance with its early history. • It was at the time that the teachers in 
Massachusetts were agitating the question of forming a State association that 
he remembered well the delegation of New York teachers who paid a visit to 
Boston at the time this Association was formed. He was happy to greet the 
teachers of the Empire State. He then alluded to the spirit of the discussions 
to which he had listened, and spoke in words of commendation on their general 
character. 

Marvin M. Baldwin, of Groton, read a paper on The Successful Teacher. 
" If among the world's worthies the teacher finds the names of such distin- 
guished educators as Socrates, Plato, Aristotle, Arnold, Pestalozzi, Dwight, 
Edwards, Nott, Wayland, and Emma Willard, he need not feel disgraced by his 
calling. Rather let the saying of Channing cheer him : ' There is no office 
higher than that of a teacher of youth, for there is nothing on earth so precious 
as the mind, soul, and character of the child.' Let him glory with Lord 
Brougham, who exclaimed, ' We are called schoolmaster — a title in which I 
glory, and shall never feel shame.' " 

Next followed a paper by Noah T. Clark, of Canandaigua, on What Shall I 
Study? William Tillinghast, of Brooklyn, recited "The Vagabonds" ; G. L. 
Farnham, of Binghamton, read a report on Primary Reading ; a dumb-bell 
exercise was given by members of the Junior Department of the Lockport 
Union School ; Mrs. R. E. Cleveland, of Muncy, Pa., read a poem entitled 
" An Acute Medical Council " ; John W. Armstrong delivered a lecture upon 
The Glacial Epoch ; C. M. Hutchins, of Palmyra, read a paper upon Teaching 
Language. 

President Greene said : 

" When we come to the study of language, we commence the analysis of a 
product, of which hitherto we have, in a measure, been unconscious. That 
which has been a medium of communication now becomes an object ol attention. 
We analyze it, and if we are wise we follow the leadings of the thought which it 
has embodied. We then study words, prefixes, suffixes, roots, phrases, and 
sentences. 

" If we do not lose sight of the thought which it invests, we are in that realm 



66 THIRD DECADE OF THE ASSOCIATION. 

where external form and invisible spirit consent to dwell together. Thought 
becomes incarnate, and dwells among us. We hold converse with each other, 
and spirit thus mingles with spirit. Thus viewed, the study of language is one 
of the noblest that engages the attention of man." 

Alonzo C. Flack, of Claverack, gave a detailed account of the English Moni- 
torial System. The description embraced the schools of Eton, Rugby, Harrow, 
Winchester, Charter House, St. Paul's, Shrewsbury and Merchant Taylors' 
School, and Westminster. All these schools educate for the university. Some 
of the masters receive $10,000, and the head-masters from $12,000 to $30,000 a 
year. 

The system of governing the school in whole or in part by monitors prevails 
in the nine great English day and boarding schools. 

The punishments which monitors are by custom allowed to inflict are imposi- 
tions (which, however, are hardly ever set) ; extra fagging, if the orfer.ee be by 
a boy liable to be fagged ; a reprimand and caning ; the heaviest of all which 
would be inflicted for gross bullying, being a public whipping, i.e., a caning by 
the head-boy in presence of the whole school. Any boy who thinks punishment 
with which he is threatened unjust, may appeal either to the whole body of 
monitors, or to the head-master, and the appeal suspends the punishment. If 
the head-master thinks the monitor right, the pupil must either submit or leave 
the school. Appeals of either kind, though the head-master does not at all dis- 
courage them when made to himself, occur (as we might expect) but rarely. 

Mr. Lang, who was at Harrow nearly seven years, remembers only one 
appeal to the head-master (which was unsuccessful) and one to the monitors. 

William Ross, of Seneca County, spoke in favor of corporal punishment. 
The stripes on his (Ross's) back, received in his boyhood, do him good to this 
day. 

Dr. Lambert said : " Professor Flack had punished my boy, and the boy had 
within a week said that the whipping had done him good. 

J. W. Barker, of Buffalo, next read a paper on School Economy ; A. S. 
Stephenson spoke on the Importance of School Supervision ; Samuel A. Latti- 
more. of Rochester, delivered an address enforcing the necessity of the Educa- 
tion of the Perceptive Faculties ; J. H. French, of Burlington, Vt.. delivered a 
lecture upon the Study of Natural History in Common Schools ; N. T. Clarke, 
from Committee on Necrology, presented the following report, which was 
adopted : 

" Died. — In Geneva, N. Y., a few weeks since, Dr. Horace Webster, President 
of the New York Free College. Dr. Webster was a man of the old school, of 
commanding person, an accomplished scholar, and a most genial and warm- 
hearted man. 

" His more pnblic work as a teacher began as assistant professor of mathe- 
matics at West Point. He was then professor of mathematics in Hobart Col- 
lege, Geneva, from which place he was called to the charge of the New York 
Free Academy-afterward the New York Free College — which completed his 
public work. After a long life in active duties as an instiuctor, he returned 
to Geneva, upon a nominal salary, to spend the evening of his days. 

'''Resolved, That in the death of President Horace Webster, of New York Free 
College, we recognize the promot on to the highest room of a worthy, exem- 
plary, and accomplished teacher, and hereby extend our sympathy l<> the family 
and friends of the deceased." 

Obituary resolutions were also adopted in regard to Rev. Samuel J. May and 
Mrs. L. A. Hoose. 

The following persons were elected ohicers for the next year : President, 
James H. Hoose ; Vice-Presidents, W T . A. Welch, Miss Flora T. Parsons, E. E. 
Fish, Miss Eunice J. Sisson ; Corresponding Secretary, James Cruikshank ; 
Recording Secretaries, H. R. Sanford, O. B. Bruce ; Treasurer, D. J. Pratt. 




mm. 

JAMES H. HOOSE. 



THIRD DECADE OF THE ASSOCIATION. 



JAMES HAfiMON HOOSE 

was born January 24th, 1835, near Warnerville, Schoharie County, N. Y. His 
parents moved to Parish, Oswego County, N. Y., when he was one year old ; 
here he was brought up to farm life, attending the district school during its lim- 
ited sessions. Preparing at Mexico Academy, he was graduated from Genesee 
College in 1861. He was exceedingly fortunate during his preparatory and col- 
legiate career in having been instructed by those eminent educators, Dr. T- L. 
Alverson, Dr. J. R. French, and Dr. C. W. Bennett. He has been one oi the 
alumni trustees of Syracuse University since 1S72. When eighteen years of age 
he began to teach school, and has been very active ever since in the educa- 
tional field. His experience as teacher includes a practical acquaintance with 
public schools, seminaries, teachers' institutes, superintending city schools, and 
with normal schools. He has been a member of the faculty of four of the eight 
State normal schools of the State of New York — viz., Oswego, Brockport, 
Fredonia, and Cortland — as principal of tiie last two. He visited Europe in 
1877 to study educational affairs. His pen has been active in preparing educa- 
tional addresses, articles, and editorial notes for educational journals, and sev- 
eral books, among which are, Studies in Articulation ; On the Province of 
Methods of Teaching ; Suggestions to Americans Visiting Europe ; Notes on the 
Public School System of Great Britain ; and a Manual and First-Year Text- 
Books of Arithmetic, based upon Pestalozzi's system of teaching numbers. 

The event which tested for seven consecutive years the character and courage 
of Dr. Hoose is known as the Cortland Normal School controversy. This con- 
troversy was inaugurated in 1876 by the State Superintendent of Public Instruc- 
tion, who administered the affairs of the office from 187410 1883. Dr. Hoose 
opened the Cortland Normal School in 1869. The school has been very flourish- 
ing during its entire history. To Dr. Hoose more than to any other person 
probably, is this condition of things due ; though others contributed largely to 
the same end. Among these was Dr. T. B. Stowell, of the chair of science, who 
was not regarded with favor by the Superintendent. It is claimed that an inti- 
mation against the character of Dr Stowell was made in the very beginning of 
the controversy and resented by the Principal. This action, together with Dr. 
Hoose's advocacy in 18S0 of Hon. John I. Gilbert for the office of State Superin- 
tendent of Public Instruction, was thought to have brought upon him the ill-will 
of the Superintendent, who turned upon him openly in 1880, attempting to re- 
move him from the school ; Dr. Hoose, sustained by the Local Board of the 
school, resisted this attempt. The contest was carried on in the courts for nearly 
two years ; the first two decisions were against the board ; but the Court of Ap- 
peals reversed, in April, 1882, the decisions of the lower courts. The Superin- 
tendent then appealed to the Legislature and to the Chancellor of the Regents 
to sustain him, but in vain. 

While the normal school case was in the courts, Dr. Hoose was superintendent 
of the public schools of the city of Binghamton. He has been an earnest and 
able advocate of consolidating the two systems of educational administration 
now in the State under one State Board of Education. 

Dr. Hoose inherited from his paternal Holland blood and from his maternal 
German ancestry that respect for profound learning, that love of liberty, that 
hatred of sham and of oppression, that unselfish devotion to duty, that persis- 
tency of effort, and that courage and firmness which have characterized his 
career. 

THE TWENTY-SEVENTH ANNUAL MEETING 

of the New York State Teachers' Association was held at. Saratoga Springs, July 
23d, 24th, and 25th, 1872. 



68 THIRD DECADE OF THE ASSOCIATION. 

The First Vice-President, Wheaton A. Welch, called to order, and Rev. Mark 
Hopkins, of Williams. College, offered prayer; Superintendent L. S. Packard, 
of Saratoga, delivered the address of welcome. 

" The assemblage of public bodies is no new thing in the history of Saratoga 
Springs. Women's Rights conventions have met here, and have shrilly and 
shrewishly piped their fancied wrongs, and have been as speedily forgotten as 
the breath giving them transient life. Conventions representing the various 
isms of the day have sat down here to weave their theories, and have soon be- 
come as nameless as the passing breeze. Political conventions have brought 
here their loud-mouthed orators, their good, benevolent, country saving souls, 
sparsely sprinkled with the pure-minded patriot and statesman ; and, after hav- 
ing wonderfully found, first, the right man, the man for the hour, the man who 
had already found himself, have dissolved and gone away to the still coarser 
and rougher work of election." 

Ex-President Dr. Cruikshank, of Brooklyn, responded. 

President J. H. Hoose, of Cortland, then delivered his inaugural address : 

" Let the hopes of the speaker be uttered that all will unite to work out 
speedily a higher and nobler idea for our profession ; that this session may 
prove full of interest and profit to all ; that downright earnestness may be 
evinced for truth ; that all personal opinions may be duly heeded, and yet the 
general good generously consulted ; that all will feel free to join in the discus- 
sions ; and may the prayer be uttered that God will bless all our efforts both for 
time and for eternity." 

Dr. C. W. Bennett, of Syracuse University, was then introduced, and deliv- 
ered a lecture upon the History of the Philosophy of Pedagogic. 

"Pedagogic is the science and art of so developing, by means of conscious- in- 
fluence on the physical, intellectual, and moral powers of man, the ideas of 
truth, freedom, and love, that lie at the foundation of his God-derived nature, 
that he can meet spontaneously and independently his human responsibilities." 
(Schmidt, " Gesch. d. Erziehung," p. i.) " At a glance we see that the Phi- 
losophy of Pedagogics is only a branch or corollary of general philosophy, that 
it ever has shifted, and ever will shift, with a shifting psychology, with a shift- 
ing theology, with a shifting philosophy of history, and with the shifting views 
of the doctrine of final causes. If man is of the earth, earthy — after a few days 
of struggling and of tears to return to the dust to rise no more- -if history at best 
is only your incoming on the stage to mount on the shoulders of your predeces- 
sors, and my incoming to mount on yours— you and I alike serving our brief 
purpose, yet to have no share in some final triumph — then the Philosophy of 
Pedagogic is one thing ; it may have its motives, we may, possibly, find our in- 
spiration to work. But if the history of education is like universal history — a 
history of mankind ' by God, through God, to God ' — if Chrisl is the middle point 
of universal history, also of the History of Pedagogics, if my sacrifice is to con- 
tribute to the elevation not of my immediate successor alone, but to the finai 
triumph, which I, too, am to share ; if my destiny is bound up intimately with 
the destinies of the race, and the destinies of the race are affected by my con- 
duct ; if, in short, this historic drama is a necessary medium of moral develop- 
ment to the race, which shall clearly appear in the grand denouement ; then this 
work of ours has its motives ; it has its inspiration ; / know it, you feel it, and 
we are willing, fellow-workers, to toil on in obscurity, if needs be — little appre- 
ciated it may be — poorly requited often, but still proud, and satisfied, because 
co-workers with the Great Teacher in lifting the race from bondage to freedom, 
and from darkness to the light of life." 

Edward Danforth, of Albany, read a report on the Condition of Education. 

Mrs. Emily A. Taylor, of Albany, read a paper upon Reading in our Schools. 

" The object of reading is to give effective expression to the thoughts and 
feelings as recorded on the written page. 

" It is not to amuse the hearer by feats of vocal gymnastics, but to put him in 



THIRD DECADE OF THE ASSOCIATION: 6^ 

complete possession of the thoughts of the writer, and to cause him to feel the 
emotions those thoughts are adapted to inspire. To read a piece well requires 
on the part of the reader a perfect understanding and appreciation of the mean- 
ing — of the exact office of each word, and of the connections and relations of the 
successive thoughts. 

" No one can clearly communicate to others thoughts which he does not 
clearly understand. Hence a piece to be read must be carefully studied. No 
one can read a piece well at sight. The skilled musician may be able to play a 
piece of music at sight, but it is not so with the reader. He can, it is true, utter 
the successive words, giving to them distinct articulation and the authorized 
pronunciation, but he cannot give effective expression to the thought and feeling 
contained in the piece. To do this the design of the piece must be fully known 
and entered into by the reader." 

Professor S. S. Packard, of New York, next read a paper upon Preparation 
for Business. 

After an organ voluntary by Mr. Waterbury, Professor S. A. Ellis, of Roches- 
ter, presented a paper upon the Rise and Progress of High Schools in our State. 

" As early as 1635 a public Latin school was instituted in Boston, and an 
English school in 1821 ; but then schools, although of a higher order than the 
common or public schools, provided for the instruction of boys only. The 
arrangements for a girls' high school were not perfected until the year 1855 — so 
slow were they to believe in the grand future of woman ! 

" In 1825, the first high school (for boys) was organized in the city of New 
York, and in 1826 a similar institution was opened for the education of girls. 
The Central High School of Philadelphia was organized and established in 1S3S ; 
and during the first ten years of its existence was without a rival in the com- 
pleteness of its appointments and the extent of its course of instruction ; and in 
1855 its only compeer was the Free Academy of New York, which was organ- 
ized in 1S49. Both of these schools, although open and free to all — so it was 
said — embraced a course of instruction not inferior to that of an ordinary col- 
lege, and both had the power to confer the usual college degrees. But these 
schools were for boys only ; and in 1856 neither New York nor Philadelphia had 
made any provision for the higher education of girls." 

Charles A. Fowler, of Dryden, presented a paper entitled, The Relations of 
Modern Philosophical Thought to Popular Education. 

Mr. Schepmoes, of Shokan, read a paper upon the Public School — what it has 
done, what it is doing, and what it may do. 

Dr. T. L. Griswold, of Oswego, read a paper upon Physical versus Mental 
Training. 

The obje t of the paper was to show that all educational training should be 
addressed to the outer or external of man's compound nature; that the soul's 
requirement is simply expression; that it contains all power, in embryo, from 
the beginning ; that the organisms, external and internal, furnish the only proper 
ground for educational labor ; that the law of growth of these organisms is 
through cell transformation and cell change, whereby an automatic action, more 
or less perfect, is established in the nervous centres ; that prominent defects in 
our present systems of education may and shofrld be corrected by a judicious 
exercise and culture of the physical body. 

Professor Stowitts, of Buffalo, opened the discussion by declaring his belief in 
the efficacy of physical training ; that the soul is not susceptible of education. 
It is the extension of the divinp mind, and educators should see to it that the 
soul is taught to express properly, powerfully. 

Mr. Ross, of Seneca, followed by remarking that Americans as a race are 
degenerating physically as well as mentally. Our race will soon be extinct, and 
foreigners will fill the places that we will know no more. Boys and girls should 
play more — gymnasiums are not good for much — no fun in them. Play is good 
enough for all. We don't raise as many children as the foreigners do. 



70 THIRD DECADE OF THE ASSOCIATION. 

Professor Barker, of Buffalo, remarked, first, that Mr. Ross ought to practise 
what he preaches, and not neglect his matrimonial and other opportunities to 
make himself felt in the world. Second, some regard should be had for 
dietetics. 

Dr. King, of Fort Edward, followed, saying that he could not indorse some 
exaggerations in the paper concerning the emaciated condition of our pupils, 
resulting from mental training, regardless of special physical training, as he has 
not found such condition prevalent, as charged by the paper. 

Dr. Griswold explained apparent exaggerations and inconsistencies on the 
ground that time prevented reading his paper in full. 

On motion, the time of the session was extended to afford time for this discus- 
sion, and for the report of the Committee on Revising the Teachers' Journal. 

Dr. McVicar said that facts do not fully verify the statements made in the 
paper. He had been informed by leading physicians that other and more im- 
portant causes lead to the physical degeneracy of our youth. The fault is to a 
great degree in the family and social habits of young persons. He claimed that 
more injury was done by inactivity than by over activity. He would disagree 
with the writer in his exemplifications of soul, mind and force. 

Dr. Griswold replied by more fully defining his terms and general phrase- 
ology. 

Professor Johonnot dissented from the opinion of Dr. McVicar, as to the in- 
activity of pupils, as his experience had convinced him that the opposite opinion 
was correct. 

Commissioner Charles T. Pooler, of Deansville, read a paper entitled, The 
Qualifications of Teachers. 

" You say you want a license to teach. Well, have you ever spent a whole 
day, or even a whole hour, thinking what to teach means ? Can you do your 
work well, if you have not a clear idea what that work is ? Did you ever, by 
the help of dictionaries or other books, and best of all by reviewing the opera- 
tions of your own mind, arrive at the clear, full and complete definitions of the 
three expressions to teach, to instruct, and to educate ; so that in the school 
room you can tell at any moment when you are teaching, when you are instruct- 
ing, and when you are educating, and also which of the three you should most 
endeavor to do ? 

" We teach a pupil how to do a thing, and he imitates us. We instruct him 
in the principles involved in the process by explaining why each step is thus 
taken in the performance ; but we educate him when we use such means in 
showing him the how, and such language in explaining the why, as to induce in 
him the habit of systematically thinking out the how to do it and the why it is 
done so for himself. Education, as the origin of the term implies, means to 
lead out or develop the powers or faculties of the mind ; in other words, a pupil 
is educated when he is enabled to think correctly, independently and methodi- 
cally ; to analyze, compare, perceive relations, draw correct conclusions, arrive 
at truth, deduce principles, and understand the whole subject under considera- 
tion without assistance from others ; and the habit of doing this forms mental 
discipline. And he whose efforts in the school-room produce such results pos- 
sesses the highest qualifications as a teacher." 

Hon. B. G. Northrop, Secretary of Connecticut Board of Education, and 
Commissioner of Public Instruction for Japan, delivered an address entitled, 
The Schools of Europe— what we may and ought to learn from them. 

He first spoke of the schools of England and the untiring efforts of the Bir- 
mingham League for a higher education of the masses of our mother country. 
Tht'ir motto, " Education free, universal, compulsory," had been thundered 
through the realm, till a bill was even now on the eve of passage in Parliament, 
which would insure this. The Paris Exposition had shown up the fact that 
England was far outstripped by the continent in the matter of schools. Eng- 
land spends five times as much for pauperism as for education ; Switzerland 



THIRD DECADE OF THE ASSOCIATION. 71 

seven times as much for education as for pauperism. Sadowa and Sedan were 
also great schoolmasters of Europe. The Jesuit contest and defeat in Germany 
was commented on, and the policy of Bismarck approved. 

Austria was under-estimated in her efforts to excel in the " arts of peace," for 
now no government was more liberal in its school policy. In Switzerland there 
had been a recent advance in the technical schools. Italy was the first to open 
National Schools for women, and here a knowledge of grammar was being sub- 
stituted for genuflexions. He described a recent Italian school celebration given 
a la Boston. In France the " superior"' schools were of a high order, but 
though her boulevards were beautiful, her schoolhouses were shabby. 

America excelled Europe in arithmetic, map-drawing and similar studies, also 
in religious instruction, and it was a great mistake to educate American boys in 
Europe, "to un-Americanize them," for above all there was amoral malaria 
there. We find across the water, more graduation in schools and more facility 
of expression in the scholars. Mr. Northrup enforced the necessity of the latter 
in America, saying that ours is the noblest language and the noblest literature. 

Dr. J. W. Armstrong, of Fredonia, read a report on Improved Methods in 
Education. 

Professor S. D. Barr, of Penn Yan, read a paper entitled, Aiming at What? 

Next followed an address of Professor J. W. Dickinson, Principal of the Nor- 
mal School, Westfield, Mass. Subject, Relations of Elementary to Scientific 
Knowledge. 

Dr. Armstrong, from the committee on plan of reviving a Teachers' Journal, 
made a supplementary report, recommending that the Association accept the 
proposition of Professor O. R. Burchard, of Fredonia, to publish a monthly 
journal at Buffalo, of foity-eight pages, at a subscription price of $1.50 in 
accordance with the committee's plan previously adopted. The report was 
adopted, and the committee continued to supervise the work. 

Among the resolutions offered was the following : 

Resolved, That the Teachers' Association of the State of New York do 
earnestly desire the publication of a journal to be called the New York State 
Ei lata tio 11 a I y^ // / 11 1 1 1. 

D. D. Metcalf, one of the inspectors of election, reported the following offi- 
cers duly elected : President, Edward Danforth, Albany ; Vice-Presidents, Sher- 
man Williams, Queens ; Jacob T. Boyle, New York ; Mrs. Emily A. Taylor, 
Albany ; A. Z. Barrows, Buffalo ; Corresponding Secretary, James Cruikshank, 
Brooklyn ; Recording Secretaries, Henry R. Sanford, Fredonia, O. B. Bruce, 
Binghamton ; Treasurer, D. J. Pratt, Albany. 

EDWARD DANFORTH, 

the twenty- seventh president of the New York State Teachers' Association, is a 
native of Hillsborough County, New Hampshire, and a lineal descendant of the 
Danforth family which settled at Boston in 1634, one of whom was governor 
and others were prominently identified with the early history of the Massachu- 
setts Colony. His father was the Rev. Francis Danforth, a New England clergy- 
man of considerable note. His early education was obtained at home. He 
began the study of Latin when nine years of age, and had completed the prepara- 
tory course for college at the age of fifteen. 

His professional work began in Erie County, in this State, when but sixteen 
years of age, where he taught district school while pursuing his college course. 
He was afterward principal of Union and Classical schools at Le Roy, Batavia 
and Clarkson. He also seived as school commissioner in Erie County, and as 
instructor of teachers' institutes. 

His success in these positions brought him invitations to larger and more 
responsible fields of labor. He went to Grand Rapids, Michigan, and in five 
years built up a system of schools which were reported in the State Gazetteer as 



72 THIRD DECADE OF THE ASSOCIATION. 

the model schools of the State, and which attracted much attention for the im- 
proved methods of instruction developed. 

He was called to Troy, N. Y., as the first superintendent of schools in that 
city, and after a service there of five years was appointed Deputy State Superin- 
tendent, remaining with Mr. Weaver through the two terms of his administra- 
tion. He then accepted the position as the first superintendent of the schools of 
the city of Elmira. In the various places he has served he has won the highest 
testimonials of success. His merits have been frequently recognized by honor- 
ary memberships in literary and scientific organizations. He received from 
Dartmouth College the degree of Master of Arts, in recognition of " scholarship 
and professional service,'' and afterward received the same degree from Hamil- 
ton College. 

His attachment to educational work diverted him from his original purpose of 
practising law. His executive ability in the management of business and finan- 
cial interests have been no less marked than his tact and skill as a supervisory 
officer and teacher. 

THE TWENTY-EIGHTH ANNUAL MEETING 

of this Association began at Utica July 24th, 1873, the President, Edward Dan- 
forth, in the chair. After an address of welcome from the Mayor, Hon, C. K. 
Grannis, the President delivered his annual address. He gave a concise history 
of the public school system of the State, and then directed attention to the pres- 
ent methods of instruction. " There is a disposition for the display of ostenta- 
tious learning, rather than useful culture, a desire for immediate results rather 
than for the gradual healthy development of the mind. The remedy for this 
evil of ' cramming' is to be found in an adequate supply of qualified teachers, 
and in a more thorough supervision of the schools." 

The report of the Standing Committee on Education was made by A. J. Robb. 
Among its' recommendations the most important was, that the office of School 
Commissioner be removed out of the sphere of local politics, and that the ap- 
pointments be made hereafter by the State Superintendent, or by any appointing 
board chosen by the Governor ; and, further, that the salary of the Commis- 
sioner be so increased as to secure competent men, who will devote their whole 
time to the duties of the office. During the evening Dr. Dio Lewis, of Boston, 
delivered a very entertaining and interesting lecture on Eyes and Ears. 1 

The doctor took from a collection of curiosities on the table, something that 
looked like a Sandwich Island idol of the period prior to the raid of the mission- 
aries, and said a fish has one ear, a bird has two ears, and a man has three ears. 
" If I should ask a school child how many ears have I, he would count one, two 
[here the doctor pulled his ears and made up a face which it is utterly impossi- 
ble to report], and the child would say, ' You have two ears.' But if I ask the 
scientific man he says one, referring to the outer ear ; then he penetrates to a 
tough membrane, stretched across the channel, the tympanum, and he finds be- 
hind that four little bones, and he says, ' That is the middle ear — ear number 
two ' ; then he finds still farther within the head, a curious thing which I cannot 
describe, but which I will show you by-and-by, and that is the third ear." 

The third ear, afterward exhibited, looks like the model of an angle worm 
struck by lightning while crawling through a tin tunnel with no lightning rod 
and no insurance, and considerable damage done to the building. The lecture 
as illustrated was worth going a hundred miles to hear. We can only attempt a 
faint description of the method by which it was illustrated, and if our readers are 
not satisfied it is their own fault. They should have heard the lecture. It 
would not have cost a cent, and only a*bout three hundred were obliged to stand • 
up. 

1 This report is mostly by " J. Joshua Jenkins," local editor of the Utica Herald. 



THIRD DECADE OF THE ASSOCIATION. 73 

Thus man has an outside, middle, and interior ear. The first to catch the 
sound, and the second to conduct the vibration to the third. The fish has but 
one ear, and he needs but one. The water carries the vibration of sound so 
strongly that he hears more than he wants to with that. The speaker further 
illustrated this point by asking his gentleman hearers if they had ever, when 
boys, held their heads underwater while their comrades struck the surface. The 
report was like that of a cannon. Well, the fish lives in the water, subject to 
such sounds all of the time. Some fish have no hole for the ear through the 
skull, and yet hear more than is comfortable at times. 

The ear of the bird was next considered, and then the ear of man, illustrated 
by a large model, which showed all the crooks. Our reporter does not wonder 
that children have the earache with such machines in their heads, ten times 
more complicated than patent churns. The wonder is that their ears do not 
ache harder and more frequently. 

He then spoke of the part played by the ear-wax, and illustrated in a way 
calculated to bring a grin to the face of a wooden Indian, how fair maidens jab 
pins, and penknife-blades, and ten-penny nails into their ears. The wax was 
poisonous to most insect life, and obnoxious to all. A boy with one bug in his 
ear would strike his mother in his agony, and a boy with two bugs in one ear 
was a fit subject for a coroner. This wise provision kept the bugs out of the 
ear. The wax should never be removed except by scientific hands and on sci- 
entific advice. In old age it might be moistened with castor oil mixed with one 
fourth spirits. Having poured so much, and a great deal more, into the ear, the 
doctor next caught the eye. He had a little eye about six inches across with 
which he illustrated his remarks. This was the right eye. The other one was 
left — in Boston. He showed first the near connection of the eye with the brain. 
Then followed a clear description of the muscles of the eye. Six muscles moved 
the eye. Four or five might do for farmers and mechanics, but the poets 
needed a muscle to roll the eye in the manufacture of fine frenzy, and there it 
was. If you did not want to go into the frenzy business, you were under no 
obligation to use it. Then he showed the tear gland, and the duct to the nose. 
If a man felt moderately grieved he would weep, but all the tears would go into 
his nose and out would come his handkerchief — tshu — so. If he felt worse the 
tears overflowed his cheeks. If your uncle died and left you four or five thou- 
sand dollars, you felt bad, of course, but your tears went unseen into your nose ; 
but if your neighbor's hens got in among your tomatoes, or the government 
seized your property to build a post-office on, or your mother-in-law came to 
spend the summer at your house, why then you went right into hydraulic experi- 
ments, and your cheeks were flooded with briny tears. There was one muscle 
down by the side of the nose which the doctor named, but we guess we won't 
try it. We feel pretty sure about the first eight or ten syllables, but after that it 
merges into chaos and old night. In that connection he said that his brethren 
delighted in big words. Oblige them to talk common-sense, and their occupa- 
tion, like Othello's, would be gone where the woodbine twinelh. 

The coats of the eye he designated as the overcoat, jacket, and shirt. The 
first of these possessed wonderful strength. In the instance of a negio killed by 
the fearful accident at Sauquiot Creek biidge, Whitesboro, the face and front of 
the skull was crushed to a mass of pulp, but amid the bones and flesh the eye- 
balls were found unbroken. Our reporter remembers an instance where a 
young lady, a student at the seminary, repeatedly pierced the hearts of young 
men with her eyes, and the eyes are as good as ever to-day, but the young men 
don't feel very hearty. The colored interior of the second cuat, and its influ- 
ence, were explained, together with the effect where color is wanting, in the case 
of Albinos. The pupil of the eye was so called.- he chose to believe, because 
one looked so small in it. So like a pupil married men would be surprised to 
find how small they looked in the eyes of their wives. 

Superintendent David Beatlie, of Troy, read a paper upon Supervision in 
Cities. 



74 THIRD DECADE OF THE ASSOCIATION. 

" Supervision should excite in the teachers a lively esprit du corps. Delivc . 
me from a teachers' meeting in which there is no evidence of traternal feeling, 
no cordial recognition of merit, no disposition to criticise in a happy spirit, no 
mirth elicited by a ' good hit,' but where each one stands on his own dignity, 
suspiciously taking hold of each question as if it contained a jack in the box 
which might startle him and cause laughter at his expense. If cordiality does 
not prevail and interest manifest itself in your meetings of teachers, either excite 
these qualities or abandon the meetings. Another result of good supervision 
will be a complete utilizing of school accommodations. It is too often the case 
that Webster's description of the legal profession applies to school accommoda- 
tions — ' they are all full below, but there is room enough above.' We should 
strive to remedy this defect by a better arrangement of classes, in order that 
charges of extravagance may not prevail against us." 

Following this. Commissioner R. E. Seldon, of Le Roy, read a paper on 
Supervision in Rural Districts. 

" That commissioners as a class should be particularly efficient in giving a 
healthy tone to public sentiment in this matter, can scarcely be expected, for are 
not their characteristic modesty and delicate tenure of office well known ? And 
comes there not from days of old this suggestive inquiry, ' Doth the wild ass 
bray or loweth the ox over his fodder? ' The teachers of the State, were they 
united in harmonious co-operation for the general advancement and promotion 
of educational interests, would exert an influence that would be felt in every 
hamlet and household, and wield a power that could not be disregarded. Poli- 
ticians, with delicate sensibility, feeling the popular pulse, would not be slow to 
discern that candidates for office, to escape defeat, must meet the approval of 
those whom they serve, then might we hope for commissioners, who having 
been perfected through suffering and toil, have interests and sympathies in 
common with those whose self sacrificing devotion glorifies the wayside temples 
of learning, men influenced by higher motives and nobler aspirations than the 
honors and emoluments of office." 

Dr. McV'icar, of Potsdam, read the report of the Committee on Improved 
Methods in Education. 

Dr. Frederick S. Jewell, of Greenbush, read a paper on Teachers' Institutes ; 
their Necessity and Efficiency. 

Rev. Dr. S. Van Bokkelen, of Mt. Morris, delivered a lecture upon the Edu- 
cation of Women. 

I think we may venture the opinion that all over the United States the 
academic education of young women is multifarious and desultory. It is com- 
prehensive, embracing a little of everything, but accurate in almost nothing. 
This is because it has no well defined purpose. When our young women, in- 
stead of closing their text-books at the age of seventeen, aim to prepare them- 
selves for a college course, their shams will give place to realities, and the public 
exercises of our own best seminaries for girls will present a more substantial 
programme than music and sentimental essays, and have a higher purpose than 
to display the skill of the mantua makers. Our seminaries for young women 
are comparatively barren of results, because they are not stimulated to that 
thorough culture required for admission to college. As long as it is the custom 
for our daughters to be content with the elements of knowledge, except so far 
as they seek professional education as teachers in our State normal schools, 
there can be no advances. But when the college opens its door, when women 
seek the advantage which higher institutions offer, the onward movement will 
begin." 

After a song by Miss Ella Smith, of Utica, an address was delivered by 
George Kennan, Esq., of Medina, on Life in Siberia. 

" The first thing the traveller notices is the language. What the Russians did 
at the Tower of Babel to have been afflicted with such a complicated, mixed up, 
utterly incomprehensible language, I never could imagine. I have thought 



THIRD DECADE OF THE ASSOCIATION. 75 

sometimes that they must have built their side of the tower higher than any of 
the other tribes and have been punished for their sinful industry by this unintel- 
ligible jargon of sounds, which no one could hope to learn till he became so old 
and infirm that they could never work on another tower. I tried to learn a few 
of the common phrases, among them, ' I want something to eat,' as I thought 
probably this would be the fit st thing I should need. I asked what the expres- 
sion was in Russian for it and was told, ' Vashavwesokeeblagarodiaee v&eleekeepre- 
voskhodeetellslvoee takdalshai.' It convinced me that if I were compelled to ask 
for food in that language I should certainly starve before I could get the words 
out of my mouth. One of my companions discovered that the Russian words 
for mother and brother were mat and brat, and he immediately concluded that 
any language which compelled him to call his mother a mat and his brother a 
brat, must be an invention of the devil, and he, at least, would not learn it. If 
mother is mat and brother brat, it would be very natural to suppose that father 
would be fat, but it is not. ' You be righteous ' was the Russian phrase for 
' get out.' 

" My friend Bush, with due regard to the customs of polite society, wished to 
learn also, thank you ; but gave it up on discovering that it was Ya pakornoo 
vass blagadoroo miloostel gosoodar, and we were obliged to caution him not to in- 
dulge too frequently in the practice of the language, lest we should have to bury 
him with this inscription on his tomb-stone : ' Found dead with a Russian word 
stuck in his throat.' During our stay in Petropavlovski we had the opportunity 
of seeing the Russian marriage ceremony as performed there. The preliminary 
arrangements of falling in love and popping the question are made very much as 
in other parts of the world, though there is one noticeable exception. The 
young Siberian lover does not pop the question himself, but appoints a friend to 
do it for him. This friend is known as the thousandth man, and besides pop- 
ping the question he is expected to pay all the expenses of the wedding ; and, 
however poor a man may be, he generally manages to raise funds enough to 
pay the expense of his friend's wedding. I presume the title of thousandth 
man arose from the fact that not more than one man in a thousand was willing 
to pay such a price for another man's happiness. In America, I fear it would be 
the ten thousandth man." 

Ex-Commissioner D. D. Metcalf, of Oswego County, read the Report of Com-, 
mittee to Present a Plan for Organizing and Grading the Schools of the State. 

Professor Chailes T. Pooler, of Deansville, read a paper on Common and 
Graded Schools. 

This was followed by a paper by Mrs. Nellie Lloyd Knox, of Brockport, on 
Primary Education. 

" Nature is the child's first trainer and original teacher, and nature is always 
an objective teacher. She develops capability by presenting opportunities for 
the exercise of power. Her pupils learn to do by practice, in doing. They 
must see and hear without rules for seeing and hearing and actually progress 
without a compendium of abstract principles. Her storehouse of knowledge is 
a collection of things ; her motto — Use, if you would have ; her maxim of 
training — Action ! She is a reticent teacher — she never interrupts nor explains 
— she bides her time and makes blunders instructive. She allows the child to 
experience the consequences of his actions that he may learn prudence. Pes- 
talozzi, the head boy in her school, has given us as the first principle in educa- 
tion, ' Follow nature in your teaching,' which we accept in theory and often 
repudiate in fact — sometimes with good results, for, to be candid, nature is a 
little desultory in her teachings, and occasionally fails to correct inaccuracies. 
Her work is overdone and limited in its objects. She calls for but the simplest 
generalizations, and enforces relentless discipline without taking account of 
extenuating circumstances. She makes everything of training the faculties and 
nothing of the systematic storing of knowledge. While we make her art the 
architype of our own in elementary teaching, it is quite possible to improve 



76 THIRD DECADE OF THE ASSOCIATION. 

upon her plan with advanced students, who find responsible life hastening upon 
them and have little time or opportunity to walk through museums." 

Professor Le Roy C. Cooley, of Albany, next read a paper on the Claims of 
Natural Science to a place in Common School Instruction. 

Dr. J. W. Mears, of Clinton, read a paper on Harmonizing the Higher and 
Lower Forms of Education. 

A paper by Professor H. B. Buckham. of Buffalo, was read on the Profes- 
sional Training of Teachers. 

General John Eaton, U. S. Commissioner of Education, was introduced by 
Superintendent Weaver, and said : 

" It is sometimes asked what the National Government has to do with educa- 
tion. You will permit me, being a Yankee, to answer that question by asking 
another. What has the National Government to do with the weather ? And 
yet our farmers and our navigators are appreciating the benefits of the observa- 
tions upon the weather, made by the General Government, lhat could be made 
by no other instrumentality. And I may ask still another question, what has 
the General Government to do with the triangulation of your mountains and 
your valleys ; in other words, with the coast survey ? Why not leave this to 
other instrumentalities? The answer is, the General Government alone can do 
this. So the General Government alone can gather up all the daily phases of 
the experiences of the country, the different State systems, city systems, college 
systems, common-school systems, academic systems, these direct instrumental- 
ities of education, and those collateral instrumentalities, as voluntary organiza- 
tions, which have in charge orphans. And only through these generalizations 
can we bring into comparison the data from which we may come to general con- 
clusions for the whole country. 

" To day, the president of the college in Japan is a citizen of the United 
States. He received his theological education at Auburn. The president of 
the college at Pekin, China, is a citizen of the United States. Japan and China 
send their sons, and undoubtedly they will both soon send their daughters also, 
to our schools for culture ; they prefer to come to us rather than to any other 
nation. Citizens of the United States have already established one college at 
Constantinople, and another at Beyrout. We may easily become the educators 
of the world. We have only, in every land to carry out the spirit which has 
been made so manifest in these meetings, to improve our opportunities and the 
work is ours." 

In Section A, Common and Graded Schools, the following papers were read : 

Curriculum of our Public Schools, by Professor George H. Stowits ; Some 
Common Sense, by Francis P. Lantry, Manlius ; Primary Teaching, bv Miss 
Frank A. Tefft, Sandy Hill ; The Bible in the Public Schools, by William C. 
Bowen, A.M., Skaneateles ; Why do we Teach? by Miss M. S. Cooper, 
Oswego ; Our Public Schools — the Theoretical and the Practical, by Professor 
G. R. Cutting, Waterville. 

He took the ground that not a cent of money should go to either a Protestant 
or a Catholic school, but to the vublic schools alone — and to those only which 
are wholly divorced from every sectarian influence. To such as these she can- 
not grant too much, and though a myriad of theoretical prattlers may say that a 
just division of the funds can be made, the facts of history in our own State 
show that, practically this is impossible, and that the question should never be 
harbored, is a candidate for a school board or commissioner Republican or 
Democratic. But is he a man, has he mental qualifications for his trust, and 
has his past experience been such as to insure his properly directing bis subor- 
dinates ? 

In Section B, Higher Education. The section took up the topic, The True 
Place of Natural Science in an Educational Course. 

In Section C, Professional Training of Teachers. Miss Sara A. Saunders, of 
Cortland, read a paper on Imagination in Children — its Cultuie and Control. 



THIRD DECADE OF THE ASSOCIATION. 77 

In Section D, Supervision. A paper was read on Teachers' Institutes — Com- 
missioners' Duties Thereto, by Commissioner Joseph Barrett, Katonah. 

E. A. McMath, of Monroe County, read the report from the committee ap- 
pointed at Saratoga to consider the subject of Uniform Examinations of Teach- 
ers. 

Commissioner W. B. Howard, of Oswego County, then read a paper on 
Teachers' Associations. 

Commissioner Charles T. Andrews, of Schuyler County, then read a paper on 
Supervisory Officers — their Selection, Qualifications and Duties. 

The following were among the resolutions passed by the Association : 

Resolved, That in the opinion of this Association the educational interests of 
the State imperatively demand for the common schools a course of instruction 
which shall not, as at present, be dependent upon the caprice of the pupils, the 
prejudices of the teachers, or the whims and selfish interests of the parents ; and 
we respectfully ask such legislative action as shall give the Department of Pub- 
lic Instruction authority to prescribe, and to the Commissioners and Trustees 
power to enforce a uniform course of study for the public schools in the rural 
districts. 

Resolved, That the experiment of organizing the Association by sections meets 
our hearty approval, and, believing that it has added much to the interest and 
profit of this session, we hereby recommend its permanent establishment, at the 
same time tendering our sincere thanks to President Danforth and the Executive 
Board, whose skill and energy conceived the plan, and have successfully carried 
out the details. 

Resolved, That this Association recommend such legislative action as shall be 
necessary to establish, under the supervision of the Department of Public In- 
struction, an educational cabinet or museum, in which shall be collected and 
properly arranged all the educational appliances of this and other countries, such 
as models and plans of school-houses, furniture and apparatus, maps, charts, 
text-books, manuals and general school materials — all conducted upon a plan 
somewhat similar to the State cabinets of natural history and agriculluie. 

Under the rules the following resolution was referred t& this Committee, viz. : 

Resolved, That a committee of five be appointed by the Chair to ask the Legis- 
lature to appropriate the sum of $15,000 to pay expenses of teachers who attend 
the State Teachers' Association. 

In accordance with previous arrangements, Friday, July 25th, was devoted to 
an excursion and field meeting at Trenton Falls. The forenoon was spent in 
recreation and examining the locality. In the afternoon the meeting was called 
to order by President Danforth, who introduced Professor C. H. Peck, State 
Botanist. 

The trees of the grove are similar in species to those that abound throughout 
the great "Northern Wilderness" of New York. There are, however, two 
notable species absent from the grove, the spruce, valuable for its timber, and 
the balsam, interesting because of its beauty and of its hardiness. This is the 
only cane-bearing tree that climbs to the tops of the highest peaks of the Adi- 
rondack Mountains, and in such situations it becomes very much dwarfed. Its 
leafy aromatic branches are u§ed fpr.^bedding, by guides, hunters and tourists, 
and have the reputation of preventing the contraction of colds by those sleeping 
upon them. The dwarf yew, so abundant in the grove, though classed with the 
coniferre, produces a berry-like fruit instead of cones. Such coniferae as the 
pine, spruce and hemlock, furnish us with our chief supply of lumber. The 
wood is generally softer in texture and more easily worked than the hard firm 
wood of our deciduous trees. The order includes the "big trees" and the 
" red-wood " of California, and also the famous " cedar of Lebanon." 

Dr. James Hall, State Geologist, then delivered an address in regard to the 
geological features of that locality. The officers elected for the ensuing year 
were : President, Andrew McMillan ; Vice-Presidents, Joseph Barrett, Noah 



78 THIRD DECADE OE THE ASSOCIATION. 

T. Clarke, Melissa A. Lake, Rufus T. Peck ; Corresponding Secretary, James 
Cruikshank ; Recording Secretaries, Henry R. Sanford, David Bealtie ; Treas- 
urer, Daniel J. Pratt. 

andre iv mcmillan. 

Andrew McMillan was born in the town of Augusta, Oneida County, N. Y., 
December nth, 1820. He was the son of Andrew McMillan, Sr. , who came to 
the town of Augusta from North Conway, N. H., at the age of twenty, and 
cleared up the farm on which the subject of this sketch was born 

From the age of five years until the age of sixteen the younger McMillan 
attended the district school, near his father's residence, woiking on the farm 
summers and attending school during the fall and winter terms. When he was 
sixteen years old he e'ntered the Augusta Academy, then in a very flourishing 
condition, "under the principalship of the Rev. George Hall, one of the most 
successful instructors of the lime. 

In 1840 he commenced teaching a district school, at $13 per month, and for 
five succeeding years he continued to teach in country district schools, com- 
mencing with a salary of $13 per month, and securing positions in larger dis- 
tricts until he received $22 per month and " board around," that is; alternately 
with the several patrons ot the school. He often refers to this period of his life 
as being not only very pleasant but also very profitable, as it was an excellent 
school in which to study human nature ; and that he profited by the discipline 
is shown by the remarkable success that has crowned his efforts in dealing not 
only with pupils, but also with the patrons of his schools. 

He at once showed that he possessed those peculiar and rare qualifications, so 
necessary to the true school-teacher and yet so difficult to define, and had no 
difficulty in finding a field broader than the common district school afforded, 
readily securing positions in the larger villages in his near vicinity. He taught 
in Clinton village and afterward in the village of Oriskany Falls, where he 
remained until the year 1865, when he received the appointment of Principal of 
the Utica Advanced School. He held his position at the head of this popular 
school for eleven years, when he was unanimously elected superintendent of the 
public school of the city of Utica, which position he still holds. 

Professor McMillan always took a deep interest not only in his own local 
educational work, but also in all educational questions of State and national 
character. He was elected town superintendent of the schools of the town of 
Augusta, in the year 1849, ar >d hed' 1 the position thereafter continuously until 
the office was abolished, in 1S65. He attended the first Teachers' Institute held 
in Oneida County. He received a State Certificate in 1S55 ; the honorary de- 
gree of A.M. was conferred on him by Hamilton College in 1867 ; he was 
elected corresponding member of the Albany Institute in 1873. At the annual 
meeting of the New York State Teachers' Association, held at Binghamton in 
i c '74. he presented in his inaugural address the several subjects to be discussed 
in a clear, concise manner, and presided over the deliberations of the conven- 
tion with rematkable tact and skill, keeping the business of the meeting well in 
hand, each day completing the work laid out on the programme, thus avoiding 
the too frequent error of crowding the work of one day over into the next. 

In 1870, he read a paper on School Organization at the annual meeting of the 
State Association oi School Commissioners and City Superintendents held at 
Syracuse. In this paper he proposed a plan for the Township System which 
received wide attention throughout the State. His proposition was to keep the 
present district boundaries and to elect one member of the Town Board from 
each district ; the several members thus elected to constitute ihe Town Board ; 
these securing the object aimed at without any apparent radical change such as 
always meets with opposition when established systems are disturbed. 

In rS'>7, Professor McMillan presided at the meeting of school commissioners 




andrew McMillan. 



THIRD DECADE OF THE ASSOCIATION. 79 

and city superintendents held in Albany, and showed such executive ability as a 
presiding officer as to receive the compliment of re-election for three successive 
years. 

Mr. McMillan not only had positive views on all educational questions of the 
day, but he always fearlessly expressed them, and in a mariner that showed 
immediately that he believed he was right. 

In presenting his views in his inaugural address before the meeting of School 
Officers, February 20th, 1878, he took occasion to discuss Governor Robinson's 
views in regard to public schools. We quote from an editorial in the Utica 
Morning Herald, commenting on that address : 

" The annual convention of the school commissioners and superintendents of 
the State, held its inaugural session in this city last evening, and listened to an 
address from its president. Superintendent McMillan, of Utica, which we take 
pleasure in reproducing entire for the benefit of such of our readeis as are inter- 
ested in the great and growing question of public schools and put lie education. 
Mr. McMillan touches upon all the leading questions which are likely to come 
before the convention for discussion, and presents his views in a plain and prac- 
tical manner which all can understand. 

" Mr. McMillan does not hesitate to approach the leading topic in the current 
discussion respecting the schools, and he defends with vigor and strong argu- 
ment a policy which Governor Robinson has attacked with equal vigor in each 
of his messages, and others have followed in disapproving. To the statement 
that the schools are costing an enormous sum of money, Mr. McMillan replies 
that the State itself expends on an average but sixty-two cents a term upon each 
of the children educated in the .public schools : and this certainly cannot be 
called an extravagant average. The great bulk of school money is raised by 
local taxation ; and the superintendent argues with great force, that if the sev- 
eral localities are willing to pay this money to support their local schools, it is 
no concern of the Governor's nor of any one else, save the taxpayers of each 
particular locality in which the high schools are located." 

In his inaugural address at the annual meeting of the same association held at 
Auburn in 1S79, he again combatted the views of the Governor in regard to 
higher education, showing by actual statistics that instead of nine tenths of the 
pupils educated at the expense of the State in the High School being " the chil- 
dren of those who were abundantly able to pay for their education," as stated by 
the Governor, that three fourths of those thus educated were the children of 
poor parents. While the professor entertained the highest respect for the Gov- 
ernor on general principles, he felt he was mistaken in regard 10 the public 
schools of the State ; and the erroneous views he promulgated must be cor- 
rected, or great damage would accrue to the cause of education. 

Duiing the year 1879, the question of Unification was the all-absorbing one 
among the educators of the State. This question was discussed at the annual 
meeting of the State Teachers' Association, held in July of that year, and con- 
siderable feeling was engendered. This question was placed upon the pro- 
gramme for the meeting of the State Association of School Commissioners and 
City Superintendents, to be held at Auburn, December 9th, 1S79. As Superin- 
tendent McMillan had taken no part in the discussion, it was decided by the 
executive committee that he should be asked to present the subject in a paper to 
be read at the convention. He at first refused ; but upon some of the executive 
committee visiting him, he finally consented, and at once commenced investigat- 
ing the subject, not certain which side of the question he would lake. 

By carefully studying the history of the two systems from their organization 
and the great work they had accomplished and were still doing, he became fully 
convinced- that to disturb this work and produce a radical change in the man- 
agement of the schools of the State would be a serious detriment to the cause of 
education. He put the result ol his investigation in as concise, clear and in- 
cisive a form as possible ; honestly believing it to be the duty of the friends of 



So THIRD DECADE OF THE ASSOCIATION. 

the schools to check, if not to stop entirely, this movement that would, in his 
opinion, so seriously injure the schools of the State. The result is thus stated 
in an editorial of the Utica Observer of February 12th, 1879 : 

" Professor McMillan spoke with a purpose and accomplished it triumphantly. 
He cnmbatted with ability the proposition to change the school system of the 
State through a plan which the friends of the movement have dignified with the 
title of ' Unification.' On motion of Professor Pooler, the following resolution 
was almost unanimously adopted : Resolved, That Superintendent McMillan's 
paper on Unification be adopted as the sense of the Association on the subject." 

In 1880 he read a paper before the National Association of Superintendents 
on the subject of a Uniformity of School Statistics. This paper was received 
with great favor, and action was taken looking to a uniformity of statistics 
among the several States. 

The present year completes the fifteenth year of Superintendent McMillan's 
direction of the public schools of the city of Utica, the twenty-sixth year of his 
connection with ihem as teacher and superintendent, and the forty-first year of 
his connection with the public schools of Oneida County — truly a long and suc- 
cessful career. 

A remarkable fact is that he has spent the entire time of his service in the 
public school within an area of fifteen miles of his birth-place. He has not only 
the qualifications of a successful teacher, but also the energy and perseverance 
to use those qualifications in such a way as to secure the confidence not only of 
his pupils but also of the public. 

During his forty- one years of school service, he has never been obliged to be 
absent from school a single day on account of sickness. Every day finds him 
at his schcol-work, always pleasant and courteous, ever ready to advise and 
encourage his teachers, and execute and enforce the school regulations of the 
Board of Education. 

In his school-woik, he is thorough in class-drill, and is noted for firm yet mild 
discipline — never requiring of his pupils that which is not for their best inter- 
ests, and upon a request being made, obedience is always enforced. The pro- 
fessor never advocated the abolishment of the rod from the school-room, yet in 
all his long connection with the Utica schools, he never in a single instance 
resorted to its use. 

THE TWENTY-NINTH ANNUAL MEETING 

was held in the New High School buildine at Binghamton, July 2Sth, 29th and 
30th, 1874. After a prayer by Rev. Dr. Paddock, an address of welcome was 
delivered by D. M. Halbert, Mayor of the city, to which President McMillan 
responded in his annual address. 

Dr. Lambert followed with an address on Duality of Mind as Correlated to 
Duality of Brain. 

As a rule, we all have two sets of brains, either or both of which will be de- 
veloped according to the exercise which is given them. One person in every 
ten sees with only one eye at a time, and that, too, without his knowledge. 
Nine out of every ten who can use both eyes do not do so more than one time 
in ten. This shows the duality of vision. Duality of the brain appears from 
the fact that the individual is able to control certain functions of the body, as the 
movements of the head, limbs, etc., and his inability to control other functions, 
as the blood, nerves, etc. The speaker knew of some who from their birth had 
been insensible to touch upon one entire side of their bodies. He knew of three 
individuals, one of whom perspires only upon the left side, while the other two 
perspire only on the right side. He also knew of persons who are color blind 
in one half of each eye, and others who were color blind in the other half of 
each eye. In regard to insane persons speaking incoherently, it is generally the 
case that such persons in one sentence use enough words to form two distinct 



THIRD DECADE OF THE ASSOCIATION. 8x 

and coherent sentences, by proper arrangement. Not the least particle of blood, 
in any form whatever, has ever been formed from alcohol. The brains of cattle 
are of as much value for food as any other part of the animal. 

The evening session, which was held in the Presbyterian Church, was taken 
up with two lectures, the first by George C. Sawyer, A.M., of Utica Free 
Academy, upon Culture in Common School Education, which pointed out the 
necessity for competent teachers in the common schools ; teachers who are as 
well qualified to teach to perfection, as far as they 'go, as the finished scholar, 
for it is here that the seeds of education are planted and receive their first vigor- 
ous growth toward success or failure. 

The second was by Dr. Burt G. Wilder, of Cornell University, and was 
entitled Spiders and Geometry. He gave a brief description of the several 
kinds of spiders with which we are generally familiar, and illustrated upon the 
blackboard the different forms of web spun by them. The spider's web is in 
every case as exactly and geometrically made as the honey comb. He related 
an instance in which, while in the army, in North Carolina, he discovered a 
species which spins a web of the most brilliant gold color, and, after experiment- 
ing, arranged several of them in a manner by which he drew from them, upon 
reels prepared for the purpose, large quantities of this beautiful golden silk. 
He had first captured one in his tent and suspended it in such a manner that by 
lying upon bis back he drew from it, upon a quill, a large quantity of silk, occu- 
pying an hour and a half in winding it by turning the quill as fast as he could. 
This bunch of spider's silk he exhibited to the audience in a small glass jar. 
He stated that he had never seen a spider's web with imperfect geometric lines. 
Dr. Wilder used the blackboard freely in illustrating the different kinds of webs 
constructed. 

On the second day the Association divided into sections — A, Common and 
Graded Schools ; B, Higher Education ; C, Professional Training of Teachers ; 
D, Supervision. The work of the sections is unavoidably omitted. 

Before the united session, Samuel G. Love read a paper on Compulsory Edu- 
cation. 

He took the ground that children had an undoubted right to a certain amount 
of school culture and discipline, and neither the government, nor society, nor 
the parent can rightfully say nay ; and that universal suffrage necessitates uni- 
versal education. What we need and must have is a unitary system of instiuc- 
tion, under one head and management, of sufficient scope and magnitude to 
embrace all the departments of learning — a system that will take the child on his 
first school day and carry him successfully from grade to grade, from class to 
class, through the allotted days and years of school life. Instead of the sepa- 
rate organizations of schools — the academy, the college, the university — let us 
have them all incorporated into one system and their benefits extended to every 
youth in the State, as far as he, by a wise discretion, may be deemed worthy of 
them. 

Improved Methods in Education, by Superintendent N. A. Calkins, of New 
York City, was next upon the programme. There should be, he said, a more 
complete development of the mental powers, which may not be attained so 
much by the acquiring of methods and things new as by a proper direction of 
the mind to a thorough acquisition of whatever it does take hold of. Good 
knowledge does not require the pupil to attempt the accomplishment of but one 
subject at a time. Teachers sometimes forget that telling a pupil does not edu- 
cate him. Ail improved methods lead pupils to observe for themselves, which 
is the exercise alone of the faculties by which thorough education is accom- 
plished. Teachers should know, and know hove to teach, the first of which is a 
high attainment and the second a high art. 

A report on the Stale Educational "Journal was made by O. R. Burchard, 
A.M., of Fredonia. During the two years that Mr. Burchard has had charge of 
the paper, the expenses have been larger than the receipts. He expected that 
6 



82 THIRD DECADE OF THE ASSOCIATION. 

would be the case when it was started. He relied largely upon the support of 
the Association for the success of the Journal, and he had been somewhat dis- 
appointed. Only about one in ten of the members of the Association are sub- 
scribers to the Journal. A journal, to be one of the best, must have money on 
hand to purchase articles from the best writers. The editor of the Journal has 
not been able as yet to purchase articles. He did not speak for sympathy, but 
merely wished to show the Association that he-had not become rich out of his 
connection with the Journal. He solicited sharp and vigorous articles from 
different members of the Association for the Journal. 
On motion, the following was offered and adopted : 

Resolved, That the thanks of the Association are due to Professor O. R. Bur- 
chard for valuable, efficient and gratuitous services in conducting the Educa- 
tional Journal during the past year. 

The following resolution, presented by Dr. Mears, was adopted : 

Resolved, That a committee of seven, including the Chancellor of the Board 
of Regents and the Superintendent of Public Instruction, be appointed to confer 
with other educational associations and officers of the State, and to represent 
the convocation in all efforts that may be made for unifying the educational 
system of the State of New York. 

F. A. Allen read a paper on the New Departure in Education. 

The New Departure lays down the following statements and propositions : 

" i. Education is the natural birthright of every child, and the State is Snder 
obligation to see to it that equal opportunities, as far as possible, be given to all 
of every grade, class, color, or condition. This renders it possible in our gov- 
ernment for leaders and followers to exchange places without causing even a 
ripple of disturbance, or the slightest friction. 

" 2. Children are to be educated, primarily, because they are to be men and 
women, bearing upon them the image of God ; and not because they are to be 
voters, artisans, farmers or professional men. Men should be made before they 
are formed into lawyers or farmers. 

" 3. The natural or normal condition of every child is a desire for knowledge. 
This is a natural instinct, and is doubtless given as a compensation for its utter 
ignorance when born into the world. In gratifying this desire to know, its 
weakness becomes strength, and it soon learns and feels that ' knowledge is 
power.' 

" 4. Children should be taught those things in school which they are to use in 
after life, and they should be taught them as they are used. To this end the 
curriculum of the common school studies must be so enlarged as to meet these 
demands. 

" 5. The studies to be taught are grouped under the following heads : Lan- 
guage, Mathematics, and Physical Science. The following sub-division is given 
for the purpose of outlining the order to be observed in teaching : 1. Language 
— Words (writing and spelling) ; oral composition or conversational lessons ; 
reading and elocution ; language lessons ; grammar and rhetoric ; literature ; 
classics. 2. Mathematics — Geometrical forms, arithmetic, mental and written ; 
algebra ; geometry by demonstrations ; trigonometry and surveying. 3. Physi- 
cal Science — Physiology, zoology ; botany ; geography and history ; philoso- 
phy ; chemistry. 

" 6. The child on entering the school the first day, should have a lesson in 
language, mathematics, and physical science ; and these should be pursued so 
long as it remains in school, or until a trade, profession or occupation is 
studied." 

Dr. Cruikshank, of Brooklyn, read a paper entitled. The Work Accomplished 
— The Work to be Done. In speaking of the schools of the State, he said there 
are 21 colleges, with 300 professors and 2500 students ; 200 academies, with 
1 100 teachers and 32,000 pupils ; 8 normal schools, with 2500 pupils ; 12,000 
free schools, with 19.000 teachers and 1,000,000 pupils. The first educational 



THIRD DECADE OF THE ASSOCIATION. 83 

publication in the State was the Academician, in i3i8. The first teachers' asso- 
ciation was in Westchester County in 1831. 

Professor Comfort, of Syracuse University, made An Educational Compari- 
son of Bavaria and New York, in which it was stated that the educational ad- 
vantages of Bavaria are considerably greater than those of New York. He 
compared the difference in the ideas entertained by the two countries, Germany 
and America, in regard to universities. America expends hundreds of thou- 
sands of dollars upon her college and university buildings, while Germany is 
content with a building containing twenty rooms for the accommodation of 125 
professors and 1590 pupils, and expends her money upon salaries for her teachers 
instead of her school buildings. These teachers are the very best to be found, 
and even the age of an institution of learning has nothing to do with its reputa- 
tion. In the German universities the beggar and the prince may be seen sitting 
side by side and studying the same lessons. 

The morning of the last day was given to the sections. 

The report of the Committee on Necrology was read by Mrs. O. R. Burchard, 
and in addition to the report, tributes were paid to Miss Parsons by Dr. Steele, 
and to Professor Cruttenden by Mr. Johonnot. 

The life and success of such a lady as Miss Parsons are full of instruction. 
Always delicate, always dependent upon her own exertions, het's is a living 
example of what perseverance and devotion to a good cause may accomplish. 
No matter what the discouragements, she knew no such word as fail. 

She died comparatively young in years, and when, in her own estimation and 
hope, she had just entered upon a long career of usefulness. Yet measured by 
what she had accomplished — by the good she had done — she had lived longer 
than most people who survive to double the number of her years. In her death 
the cause of primary education has lost one of its most efficient and successful 
workers, and she leaves a very extended circle of acquaintances who admired 
her for her ability, energy and intelligence, and loved her for her integrity, vir- 
tue and truly Christian character. 

One of the first impressions that Mr. Cruttenden made upon a stranger was 
that he possessed extraordinary intellectual power. He enforced his personality 
upon all, and no one was more conscious of this power than those who entirely 
dissented from his views. 

He was always positive in his opinions and in his statements, and this very 
positiveness, which gave him his greatest strength, often provoked antagonism 
on the part of those who were seriously wounded by his inexorable logic. 

A graduate of one of our best colleges and a master of its lore, he was pain- 
fully conscious of the empyricism of its methods and the barrenness of its 
results. From a careful and profound survey of the whole field he became con- 
vinced that true progress in education was only possible in the reform of meth- 
ods and in the full development of our common school system. For this cause 
he ever struggled, and to this cause he gave his life. 

In his last years, though stricken by disease and blindness, his faith was un- 
shaken and his courage never failed. In pain and in darkness, hopeful, patient, 
cheerful and uncomplaining, he approached that change where the corruptible 
puts on incorruption and the mortal puts on immortality, and where he heard the 
welcome, " Well done, good and faithful servant." 

The remaining exercises consisted in short addresses, by State Superintendent 
Gilmour, Professor Wells, of Union College, Dr. Clarke, of Binghamton, Presi- 
dent-elect Sanford, General Eaton, of Washington, United States Commissioner 
of Education, and Hon. Horatio Seymour. A class in gymnastics from Profes- 
sor Furman's department in the Binghamton High School gave a very credit- 
able exercise. 

The following resolution from the joint committee of the New York State 
University Convocation and the State Teachers' Association, was presented by 
Dr. Steele and indorsed by the Association : 



84 THIRD DECADE OF THE A SSOCIATIOA r . 

Resolved, That it is the judgment of this committee that the system of school 
supervision now existing in this State should be unified. 

Professor Farnham, of Binghamton, presented the following, which was 
adopted : 

Resolved, That a committee be appointed to devise a plan for properly repre- 
senting the educational interests of New York State in the coming Centenary- 
Exposition to be held in Philadelphia, and report at the next meeting of the 
Association, the committee to consist of the following gentlemen : Superintend- 
ent Gilmour, Secretary Woolworth, President McMillan, President-elect San- 
ford, Superintendent Kiddell and Mr. Farnham. 

Professor Cassety, chairman of the committee on election, reported the fol- 
lowing officers as elected for the ensuing year : President, Henry R. Sanford ; 
Vice-Presidents, J. T. Harrington, Mrs. M. F. Metcalf, Charles T. Pooler, and 
Miss A. N. Lines ; Corresponding Secretary, James Cruikshank ; Recording 
Secretaries, O. B. Bruce and David Beattie ; Treasurer, Daniel J. Pratt. 

The exercises included fine selections of vocal music by a choir in charge of 
Professor Frisbee, of Binghamton. After a brief closing address by President 
McMillan, the Association adjourned. During the three days of the Association 
many of the members visited the Inebriate Asylum, and witnessed Mr. Rock- 
well's wonderful exhibition of trained horses. On Friday a large party of teach- 
ers and others made an excursion to Scranton and visited a coal mine. 



HENRY R. SANFORD 

was born October 26th, 1837, in Yates County, N. Y., near Penn Yan, at which 
place he prepared for college ; he also taught five years there as assistant and 
principal of the Graded School, which position he resigned after two years to 
enter college. He graduated from the classical course of Genesee College, in 
1861, in the same class with Dr. Hoose, of Cortland. 

On leaving college he accepted the principalship of Red Creek Academy, in 
Wayne County. 

The next year he was chosen principal of the Clyde High School, and re- 
mained there three years. 

He resigned his position in Clyde in 1865 to become principal of the East 
Genesee Conference Seminary at Ovid, Seneca County. 

At the end of two years he leased the Dansville Seminary in Livingston 
County, of which he had entire control, for a term of two years. 

In 1S69, he was appointed by State Superintendent Abram B. Weaver to the 
department of natural science in the Fredonia State Normal and Training 
School. After five years' service he accepted the superintendency of the 
schools in Middletown, which position he still holds, having been recently re- 
elected for the ninth year. 

Superintendent Sanford has acted in the capacity of institute Instructor for a 
number of years, serving under State Superintendents Rice, Weaver and 
Gilmour. 

He has been employed the present year, out of term time, conducting institutes 
in Pennsylvania and New Jersey. He was a candidate for the State superin- 
tendency against Mr. Gilmour, and had the highest vote of any unsuccessful can- 
didate. He is author of the " Word Method in Number," published by C. W. 
Bardeen. 




HENRY R. SANFORD. 



THIRD DECADE OF THE ASSOCIATION. 85 



REVIEW. 

The work of the Association for the third decade may be regarded as greater 
in the direction of creating public sentiment, and of diffusing a knowledge of 
improved methods among teachers, than by way of influencing legislation. 

The most important legislative enactment affecting education in this period, 
which can be recorded, was doubtless the abolition of the rate-bill system which 
dates from April 16th, 1867, and which guaranteed an education " without money 
and without price" to all children of the State that would avail themselves of its 
provisions. 

However, this did not seem to be sufficient. It was held that children should 
not only be allowed, but when necessary, compelled, to attend school. Accord- 
ingly, May nth, 1S74, the Compulsory Education Law was passed, which almost 
immediately, however, became inoperative. 

A third law of some general interest was passed in June, 1877, against 
changes of text-books for five-year periods. 

These measures may be regarded as originating with the Association. 



CHAPTER V. 

TO THE PRESENT TIME. 

A Centennial Era— Thirtieth Meeting at Fredonia, 1875— Field Day at Dunkirk — Noah T. Clarke 
— ThirtjPfirst Meeting at Watkins, 1876— The Excursion to Philadelphia — Edward Smith— 
Thirty-second Meeting at Plattsburg, 1877 — John W. Mears — Thirty-third Meeting at Albany, 
1878 — Casper G. Brower — Thirty-fourth Meeting at Perm Yan, 1879 — Lake Kenka — James 
Johonnot — Thirty-fifth Meeting at Canandaigua — The Lake — Jerome Allen — Thirty-sixth 
Meeting at Saratoga, 1881 — The Capture of Ticonderoga — Albert B. Watkins— Thirty- 
seventh Meeting at Yonkers, 1882 — Coney Island — John A. Nichols— The Inter-Academic 
Union — Comments — Lake George. 

THIRTIETH ANNUAL MEETING. 

The year 1875, the hundredth anniversary of the first year of the Revolution- 
ary War, was the beginning of a centennial era not yet fully closed. And pos- 
sibly the tendency to excursions and other social observances may have bee n 
increased thereby. At anv rate we find' excursions becoming a maiked feature 
of the Association, and by no means the least valuable feature, as the Field Day 
at Dunkirk, in 1875, the centennial excursion in 1876, and the various excur- 
sions of the years following testify. Doubtless, the opportunity to study natural 
history and scenery did not diminish the attendance at these later meetings. 

The annual meeting for 1S75 was held at Fredonia, beginning July 26th and 
closed with an excursion to Dunkirk on the 28th of the same month. A. C. 
Cushing, Esq., made an Introductory Address, and the Hon. Geotge Barker 
welcomed the Association. After expressing thanks for the cordial greeting, the 
President, Henry R. Sanford, delivered his address. 

" The great Centennial year has dawned upon us ; Concord and Lexington 
and Bunker Hill have already spoken. The year which our Centennial cele- 
brates was one of doubt and uncertainty. Liberty and independence were then 
not ours. The thought of the year was, ' Will they do it ? ' ' Dare they doit?' 
Our education is in a like critical period. We have had our Lexington and our 
Concord and our Bunker Hill. At our Tea Party we threw overboard the odi- 
ous rate bill, and we have proclaimed that it is the duty of the property of the 
State to educate all its children. We have yet stern battles to fight. Yorktown 
and Valley Forge are yet before us. Such common school education as we now 
have to a great extent, and such teachers' qualifications, must give place to bet- 
ter. Our small, penurious districts must be united into strong, possibly town 
districts, with a liberal central board, and a high school free to all. 

" Experiment has abundantly proven that self-government without popular 
education is a myth ; but with our free common schools, we have in a century 
demonstrated that self-government is a grand success, and when the century 
shall close may even the animosities of our civil war be lost in brotherly love, 



TO THE PRESENT TIME. 87 

and we comrrence our second centennial as never did any other nation on 
earth. Surely God hath not dealt so with any other nation." 

At the conclusion of the address, letters of greeting were received from Dr. 
James Thomson, Dr. Charles Davies, ex-President Williams, and Professor G. 
B. Hendrickson, who were prevented by illness or other causes from attending. 

Superintendent Edward Danforth, of Elmira, presented a verbal report on 
County Associations and their Agency in the Advancement of General Educa- 
tion. 

Miss Elizabeth Richardson, teacher of methods, normal school at Fredonia, 
presented a paper on the Social Relations of Teacher and Pupil. 

Have you ever thought of the difference between the way in which Michael 
Angelo regarded his block of marble and the way in which that same block was 
regarded by the stone-cutter in the quarry, or the drayman who carted it to his 
studio ? Methinks there was a tender, reverential care, even in lifting it to its 
place, that would be exerted by the artist which would be impossible in the 
workmen, from the lack of the thought within them. 

The teacher in dealing with his pupils should differ as much from other peo- 
ple as the great sculptor differed from other men in viewing and dealing with his 
block of marble. Only the teacher's conception should be as much grander, and 
his aim as much higher, as the completely developed man or woman is superior 
to the inanimate, senseless marble. 

The President then introduced Professor William Wells, LL.D., of Union 
University, who delivered an address on The Family. 

" Were it not for the family and the school, Germany might now be where the 
first Napoleon wished it — ' Obliterated from the map of Europe.' 

" Some have said it was their battle songs that gave them inspiration in battle, 
but it is a mistake. Sentiment is good enough, but it does not conquer. It 
was the power of home. She who rocks the cradle, and is willing to, rules the 
world. 

" If the family is such a power, should it not be kept sacred ? Wherever it is 
thus kept we find the best preserved nations. 

" England is a country of homes, where every man's house is his castle. 

" We do not feel that attachment to our homes that we should. Christian 
homes should be happy homes, and the way to have them so is to keep within 
them those who belong there." 

Discussions being in order, Mr. Ross, of Seneca, took the floor, and referring 
to the addresses of President Sanford and Professor Wells, said he was glad that 
these men had sq much backbone to give such addresses. " What is home ? Is it 
two persons getting married, then board out ? Or is it keeping house and buy- 
ing bread, cake and pie, and having the ironing, washing and sewing done by 
some one else? Is it home where a man has to hire his shirt made and then 
hire it washed ? The wife's business is to keep the house, take care of the 
things, and the man. Are there any homes in New York City ? No, sir. Bach- 
elors are plenty, because there is such style novv-a-days — girls want so much — 
that a young man cannot affoid to be married. Any poor, humble young man 
would be ruined to marry in New York City. 

" The women are to blame for this. If young women would help young men 
of moderate means before and after marriage, crime would be lessened." 

All of which was duly appreciated by the acquaintances and friends of Mr. 
Ross. 

Dr. Noah T. Clarke, Chairman of Committee on Education, presented a 
report on the Condition of Education. 

In conclusion, he referred to some educational questions of great importance : 

" 1. The co-education of the sexes. The results of the last year have strength- 
ened the idea, not only of the equal ability of women, but of the great propriety 
of admitting her not only to as full and complete a course of study as man, but 
to the same course and to the same culture. 



S3 TO THE PRESENT TIME. 

" 2. The legal prevention of illiteracy, or compulsory attendance. There has 
evidently been a growing sentiment in favor of compulsory attendance, and the 
result of the workings of the law in Connecticut has been to commend the law 
to popular favor. 

" 3. The effect of what may be called the demonstrative phase of our educa- 
tion, as seen in the frequent examinations, exhibitions and commencements of 
all our schools, with the cramming and exhausting preparation for them, in the 
inter-collegiate and inter-academic literary contests, in the ball playing and 
boating mania which has spread over the land like the epizootic, in the college 
regatta, the hurdle race, the walking and the running match, and the like. 

" 4. The more vital question of the Bible in the public schools. This ques- 
tion is thrust upon us, with a demand for an immediate solution. Your com- 
mittee believe that this measure is fraught with prodigious evil to our free insti- 
tutions and to the government itself ; and while we would at all hazards protect 
the common schools from every species of attack, we fear that this concession 
to those who clamor for it would open the door for other and still greater de- 
mands, which would imperil the entire system." 

Professor Allen, Geneseo. — The decision of the Rochester Board of Educa- 
tion, regarding the Bible question, was not made to satisfy any complaint of 
Roman Catholics. The motion to exclude the Bible from the schools was not 
made by a Catholic, and this fact should be understood. Let those who would 
know the origin of this proposition ask Dr. Gilmore, of the Rochester Uni- 
versity. 

In the absence of Deputy Superintendent of Public Instruction, J. H. Tenney, 
his paper was read by Dr. D. J. Pratt, Assistant Secretary of the Board of Re- 
gents, entitled What Next ? 

Dr. Mears, of Hamilton College, addressed the Association upon the general 
sentiment of the papers read. 

Commissioner Frank Smith, of Angelica, read a paper upon the Work oi a 
Commissioner Preparatory to an Institute. 

" All preparation for the Institute is worth little unless the character, ability 
and zeal of the instructors chosen fit them to lead teachers successfully along the 
way which the commissioner has attempted to make straight. Not alone the 
work of instruction, but the quiet influence of a pure heart and a cultured mind 
will make better teachers. The Institute instructor is for the time a model, after 
which each teacher unconsciously models himself ; and character in the instruc- 
tor creates character in the instructed." 

Superintendent O. C. Harrington, of Rome, presented a paper upon What 
Shall be Done with the Compulsory Education Law ? 

" We stand," said he, " face to face with a necessity which must be met. 
Our free institutions demand support. As an outgrowth of the necessity comes 
the compulsory law. Those who have devised the law were earnest men. Shall 
a man be compelled to eat bread ? Yes, if he is starving and refuses it. The 
present act is a failure because there is not the power to compel its success. 
The men who should carry it out can do nothing satisfactory with it. Is it 
right or wrong in principle ? Right. Education by force seems more reason- 
able to the child of a monarchical form of government than to our citizens. 
Such a law seems hard to execute. ' Mind your own business,' is the cry of an 
American when he considers himself encroached upon by attempts to reach his 
children, or to crowd his personality in any manner." 

Dr. James Cruikshank, of Brooklyn, presented the report of Special Commit- 
tee on the Law of Heredity in Education. 

" There are not many mute, inglorious Miltons. Hearts pregnant with celes- 
tial fire, usually find some means of warming the world into a higher life. 
Hands that the rod of empire might have swayed, do, as a rule, sway the rod 
of empire ; and the ecstacy to be awaked from the living lyre is heard some- 
time and somewhere stirring men's hearts. Genius will not down at our bid- 



TO THE PRESENT TIME. 89 

ding. Happy, if recognizing and reading aright its indications, we so direct 
that through education it may have broader scope and more forceful influence. 

" But the sphere of education in the individual is limited, and can never be 
made to transcend the native potentialities any more than he can by taking 
thought add a cubit to his stature, or lengthen out the span of his life. This 
would be evident enough a priori, and by the analogy of physical life, but experi- 
ence still more confirms it. Many a man of liberal education and ripe culture 
reaches a point of attainment at which, though his knowledge may be increased 
by persistent study, yet his power of thought, of abstraction, of reason, of gen- 
eralization, or of expression, has reached its maximum, and cannot be in- 
creased." 

He concluded with the following propositions : 

" 1. That the law of heredity is a constant everywhere asserting itself in the 
physical, mental and moral world. 

" 2. That the manifold educational, i.e., perfecting and modifying, influences, 
tend, if wisely applied, to an ideal advancement. That they first perfect the in- 
dividual within the limit of his hereditary possibilities, and through him and 
those who come after him, tend to elevate without destroying the ideal type. 

" ■}. That systems of education, both in their statutory provisions and in the 
course of instruction and methods of administration, should have reference to 
the manifold uses of life, the elevation of the social state, and the culture of all 
the healthful activities of the individual according to his capacity. 

" 4. That teachers should study carefully the characteristics of each pupil, and 
so far as possible enter into his individual needs. 

" 5. We believe that there is a science of practical psychometry, allied to, and 
affected by, the laws and principles of heredity, and that the investigation and 
application of its principles will lead to a more intelligent method of instruction 
than now in use." 

Professor Baker favored the Association with a vocal solo, Blow, Bugle, 
Blow. 

Dr. J. Dorman Steele, of Elmira, delivered an informal address upon What a 
New York Teacher saw in German Schools. 

He prefaced his address by describing the school system of Stuttgart, from a 
plan given him by an instructor of that city, but his visit was chiefly confined to 
the schools of Wurtemberg. By this plan, and his account of the nature, object 
and working of the schools visited, an intelligent view may be obtained of the 
general school system throughout Germany. 

In the Volk's school for both sexes, for the peasant or poorer class, when 14 
years old, they have to answer, if the school be Protestant, 73 questions in the 
catechism, recite 397 Bible verses, and repeat 45 hymns. If Catholic, it is about 
the same amount, but the matter is furnished by the priests. The local option 
system is practised. If the majority in the district are Catholic, the school (for 
all) is Catholic. If the majority are Protestant, the school is Protestant. At 
14 they are compelled to attend the Sabbath-schools. 

In referring to the character of examinations of students, he read several of 
their rules adopted to the effect that vanity should be discouraged, that instruc- 
tion should not degenerate into a mere preparation for examination, etc., all 
good rules, intellectually considered. But notwithstanding the time given to 
the fourth R — religion — the use of profanity seems to be as natural with them 
as the eating of their dinners. 

Chancellor E. O. Haven, D.D., LL.D., of Syracuse University, delivered an 
address upon Civilization in America. 

" All nations abound in savages ; the United States is no exception to this 
rule. What wonder that Rousseau preferred the ideal state when much the 
larger portion of mankind in his day were landless, dirty and vicious ? We are 
more exempt from barbarism than any other nation. Nearly all of ou- suffering 
is caused by strong drink. There are three grand promoters of civilization 



go TO THE PRESENT TIME. 

among us, the Christian religion, our political institutions, and our public 
schools. Perhaps the Christian press should be added. We need an aristoc- 
racy. of merit in America. Let us combine our efforts to produce a perfect civil- 
ization, or as near perfect as can be attained. He spoke of those men who in 
this land, even without the help of schools, beyond the, very lowest in grade, 
have attained eminence, citing Abraham Lincoln as an example. 

Professor J. T. Edwards, of Randolph, read a paper upon the Centennial in 
the Schools. 

This anniversary has occurred opportunely, for this reason : There are certain 
influences at work at the present time which place upon the teachers of 
America peculiar obligations to instruct our scholars in the principles and history 
of the American Republic. He is an ill-read and not an observing teacher who 
does not see ominous signs in our social and political life, and, forecasting the 
future, cannot see a possible contest which may brine into action the wildest 
passions of the human heart, and threaten the very foundations of liberty, un- 
less silently but effectively the teachers of our land shall draw the lightning from 
the clouds and rob the gathering storm of its fury. 

Mrs. L. H. Cruttenden, of New York, presented a paper upon Industrial 
Drawing, which was discussed by Mrs. Mary D. Hicks, of Syracuse. 

Professor Thurber, of Syracuse, read a report prepared by Professor John E. 
Bradley, of Albany, upon Improved Methods in Education, in which a system 
of marking, each pupil keeping his own record, was commended. 

Dr. Daniel J. Pratt, Assistant Secretary of the Board of Regents, presented a 
paper upon Test Examinations — their Matter, Scope and Aim. 

" Test examinations are in a high degree disciplinary as a preparation for the 
real business and rough conflicts of life. As a soldier must see actual service 
and become accustomed to the discharge of duty in face of an enemy, thus gain- 
ing the steadiness and valor of a veteran, so a student must undergo rigid exam- 
inations before he can either know his own resources or be rightly estimated as 
a scholar." 

The President introduced Dr. J. T. Williams. 

The doctor responded humorously and happily. Fredonia was the loveliest 
spot on the earth, and Dunkirk the most important. They were all glad at 
Dunkirk that the State Teachers' Association was held at Fredonia, and now 
they wanted and expected that the Association as a body would attend their 
Field Day Meeting at Dunkirk. The Park Commissioners had invited them, and 
the Board of Education had undertaken to provide the " bread and butter." A 
soliciting committee had been around, and last evening the chairman, a lady, 
reported the figures : iooo loaves of bread (laughter), 50 boiled hams (cheers), 
200 families two cakes or over each, pies innumerable, and fifty jars of pickles 
(tremendous applause). 

Professor Isaac Lewis Peet, Principal of the New York Institution for the 
Deaf and Dumb, addressed the Association upon the Nature, Scope and Objects 
of the Institution. 

In their intellectual instruction, the chief object is to give them an accurate 
knowledge of the English language — its uses and meanings as found in printed 
and written forms. 

To do this a series of very simple lessons upon objects and actions is given 
through the following twelve basic words : hat, box, cup, key , jug, mat, saw, adz, 

door, quill, and knife. These comprise their alphabet, though their verbs 

are taught directly from their corresponding actions — as touch. By all these the 
pupils are trained to attach words directly to objects and actions, and then to use 
words as fast as required. 

The Hon. Neil Gilmour, State Superintendent of Public Instruction, spoke o 
the approaching Centennial and the scenes which it will commemorate. 

Dr. J. George Hodgkins, LL.D., Deputy Superintendent of the Province of 
Ontario, described the Canada school system. 



TO THE PRESENT TIME. 91 

The following resolution was among the number adopted by the Associa- 
tion : 

Resolved, That the educational interests of the State demand that a higher and 
more uniform standard of qualifications be required for licenses to teach in our 
public schools ; and we would heartily indorse, and we invite, such action on 
the part of the Superintendent of Public Instruction as to him may seem proper, 
whether by securing additional legislation or otherwise, for the attainment of 
this desired end. 

In Section A, Common and Graded Schools. Professor Stowits delivered an 
introductory address ; Professor John G. Allen, of Rochester, presented a paper 
on Promotions in Graded Schools ; Miss Ida A. Giles, of Jamestown, presented. 
a paper on Language in our Common and Graded Schools ; C. E. Bishop, 
editor of the Buffalo Express, presented A Political Journalist's View of it ; Pro- 
fessor John G. Williams, of Sandy Creek, presented a paper on the Ability and 
Responsibility of Teachers ; Professor J. W. Barker, of Buffalo, presented a 
brief report on Primary Grammar. 

Section B, Higher Education. Professor Charles A. Babcock, of Fredonia 
Normal School, presented a paper on the Prize System in Schools and Colleges ; 
Professor Samuel H. Albro, of Jamestown, read a paper upon the Religious 
Element in Education. 

" The discussion of important topics are often of great value for the light they 
throw upon cognate questions which come up incidentally. The subject of relig- 
ious instruction naturally claims attention while considering the questions raised 
by the Roman Catholics — whether the education of the people shall continue to 
be dispensed by the State, or pass into the hands of the churches. More definite 
instruction regarding the extent and limits of his obligation in this matter would 
be of great service to the teacher. The enemies of free schools charge them 
with inculcating Atheism. The charge is, in the main, false, but contains a 
grain of truth. It is profitable to take hints from whatever source they come — 
'Eas est ab hoste r/oceri.' 

Professor Robinson, St. Petersburg, Pa., thought the point was not sectarian, 
but religious training. He found it impossible to teach the various branches of 
natural science without imparting what had been called religious teaching. We 
ought to teach religion, but not dogma In fact such training cannot be neg- 
lected without injury to the faculties of the pupil. Yet when such became a 
main item of instruction, sectarianism is apt to result. 

Professor Duschak expressed himself gratified that such broad views were 
taken by the speakers preceding him. You can separate a person frum his or 
her principles. All teachers, as such, should aim to be men, not Christians, 
Jews or Mohammedans. Catholics object to the atmosphere of our Protestant 
schools. He thought it quite as bad (referring to a statement made in another 
place) to hold religious exercises before school hours as during the same. The 
tendency was to create distinctions and divisions. He would exclude religious 
teaching (meaning dogma) from school. 

Professor Barr thought the religion of modern days " too thin." 

Mr. King said there are two great text-books— nature and the Bible — that 
teach of God. Men cannot exclude the teaching of the former ; they next try to 
ignore the Bible, and finally God himself. Referring personally to Mr. Duschak, 
he said, " You propose to leave God entirely out of the account." 

Mr. King was here called to order by the Chair for said personal attack. 

Dr. Hodgins, of the Province of Ontario, said the question of religious in- 
struction in the schools was no longer a question in the Province. By law such 
instruction must be given. By virtue of a treaty the Catholics were granted 
privileges which they were not slow to improve. They demanded the privilege 
of giving such instruction, and the same was granted. They had, of necessity, 
separate schools. A similar system holds in Ireland and elsewhere. He ex- 
pressed himself surprised at the late decision of our State Superintendent. 



92 TO THE PRESENT TIME. 

Mr. Harrington read a paper prepared by Piofessor A. G. Benedict, Rom 
entitled, Written and Oral Examinations. 

" Examinations should have a place in every symmetrical system of educa- 
tion ; oral, with the special object of testing the availability of knowledge ; writ- 
ten, with special reference to testing the thorough acquaintance with the whole 
subject. 

" In the case of a class in any grade of varied talent and application, a most 
brilliant oral examination may be passed. We will suppose that the one whose 
industry is not proverbial is called to open the exercise with definitions. The 
questions are specific. This part moves off smoothly, while the individual 
draws with great assurance on his small stock of information. He is stopped 
by his teacher in the very beginning of the first topic. 

" And so the examination goes on. The well prepared are allowed to take 
the subject to a point at which it may be safely intrusted to weaker vessels. 
The feeble members are not allowed to tell all they know, for it is unsafe. A 
single instance will illustrate. In an English university a young lord was un- 
able to pass his examination for a degree. After the unsuccessful attempts of 
some five years, as he possessed immense wealth, which the university might 
reasonably expect to share at some future time, it was decided by the authorities 
that if he would answer correctly one question in one study the degree would be 
given. The time arrived ; the subject, Jewish history ; the question, ' Who was 
the first king of the Jews ? ' ' Saul,' was the prompt answer. ' Correct,' cried 
the delighted examiners, ' You may go.' As the successful candidate neared 
the door, wishing to supplement his answer, and to show the greatest depth of 
his knowledge, he again broke forth, ' Saul, who was also called Paul.' 

" Like the showy window of a fancy store, by artistic grouping, an ordinary 
class may be made to pass a brilliant examination. The position of each gives 
the talent of the other all the advantage and support of comparison and con- 
trast." 

Section C, Normal Schools, Academies and Institutes. Professor F. B. Pal- 
mer, of the Brockport Normal School, presented a paper on the Physical and 
Metaphysical in Education. 

" The physical sciences are not enough. They cannot guide us when we are 
out at sea, nor help us far from shore. Some persons, of course, will say, 
' Enough or not, ihey give us all the real knowledge we can have.' Others will 
say that the sciences are sufficient of themselves as a basis for a moral and intel- 
lectual philosophy, and so for a complete educational curriculum. But this would 
not be studying physics, but metaphysics, and there are clear and conclusive 
reasons for not uniting the two branches in such a way. To make either de- 
pendent on the other is to injure both. The advocates of the sciences complain, 
very justly, that the attempt to mould physical truths into the forms of meta- 
physical thought has been the greatest hindrance to the progress of the sciences. 
On the other hand, morals, at least, must have something more permanent to 
rest upon than any physical theories have ever been. The better way is to let 
each work according to its own nature, and on its own basis, cotrecting each, 
and seeking harmony only when the one or the other can present conclusions 
the most perfectly satisfactory." 

Dr. Noah T. Clarke, of the Canandaigua Academy, gave an off-hand talk on 
Normal Classes in Academies and Normal Schools. 

Professor James Johonnot read a paper on How to Live. 

Professor Johonnot stated that his paper was not expressly for this occasion. 
He said that the general problem for the right ruling of conduct under all times 
and circumstances, is how to live completely. This is the great thing which 
education should teach, the function which it should perform. Some confusion 
has existed as to the system best calculated to reach this end. Language, math- 
ematics, natural science, have at different times been considered the more excel- 
lent way. Knowledge is the aliment upon which the mind subsists. 



TO THE PRESENT TIME. 93 

Section D, City and County Supervision* Commissioner L. M. Robertson, of 
Chautauqua County, presented a paper upon Whom Shall we License ? A report 
of the Committee on School Laws, by Commissioner E. M. Lincoln, of Glen 
Cove, followed ; next a report of Commissioner George Abbott, of Hamburg, 
on School Districts and District Officers ; Superintendent William Harkins, of 
Dunkirk, presented a paper on What to Teach ? 

The Field Day on the Park} 

For the first time in the Association's history nearly all of the teachers 
attending remained over on the " field day." Last year, with the attractions of 
the Delaware & Lehigh coal mines before them, about one third participated in 
the excursion, and in previous years about one fourth. This year it was fully 
seven eighths. 

This boat excursion, previously unannounced and an entire surprise to the 
visiting strangers, was naturally all the more enjoyable. The morning was 
unusually lovely, and could not have been more appropriate for a Lake Etie 
excursion, however brief or lengthy. 

The rapturous exclamations of wonder and surprise at the loveliness of the 
scene that met their vision as they rounded the Point and looked back upon the 
view presented of Dunkirk, the adjacent country and the verdure-clad hills in 
the background, and again at the completeness of the Park arrangements, as 
they landed at the foot of the bluffs directly opposite the picnic tables arfd per- 
manent dancing platform, amply remunerated those who had so laboriously and 
successfully served upon the various local committees and were in waiting to 
serve the bounteous cellation provided. 

Dinner had been previously announced too often to be a surprise, but the 
encomiums of the guests were not all expended on " beans" and " pickles" ; 
the beautiful floral designs in the shape of a floral bell hung in an open arch ot 
flowers, an unique design of a school-house with belfry on top, and various 
floral pyramids, claimed any amount of attention. Alter dinner Dr. James 
Hall, our State Geologist, said : 

" We stand upon the shore of a broad inland sea. To the westward lies a 
plateau, southward are highlands rising above the plateau. All the lower great 
lakes are similarly situated. The same causes which produced this valley gave 
those of Lake Huron and its kindred sheets of water. All were excavated from 
formations not unlike those about us, their basins from rocks of softer strata, the 
hard rock forming the barrier of their shores. Their physical features are due 
to that grand action which has worn out their basins by the operation of ice and 
water upon their surfaces. We are upon that alternation of hard and soft shales 
known as the Portage group, of which 1 have specimens here. (The doctor 
called attention to and described various shales which he had brought from the 
shore of the lake, close by.) 

" The slates are deposits of mud which lay upon the bed of an ancient ocean. 
Another interesting feature regarding them is that they are charged with bitu- 
men, the odor of which is perceptible on breaking them, and is like that of 
illuminating gas. This shows that during the deposition of these rocks large 
amounts of matter, animal or vegetable, existed, from which, either" by the 
a:tion of pyrites or other causes, oil is distilled and gas generated. The same 
gas may be obtained from a dry retort, or by placing the slates in a dry tea- 
kettle and sealing the cover. Gas will then issue from the spout. In this old 
ocean were great quantities of sea-weed and other carbonaceous matter, since 
decomposed by the slow heat caused by the presence of iron pyrites or the inter- 
nal heat. The pyrites may be seen in specimens and ore among the local phe- 

1 Fredonia Union and Advertiser. 



94 TO THE PRESENT TIME. 

nomena, worthy our attention. Before coming to the structure here, et us note 
a few general features of the geology of the State. By examining the charts it 
will be seen that the earliest land east of the Mississippi lies in northern New 
York and the portion of Canada adjacent thereto. This constituted oiiginally a 
small continent. The breaking up of its rocks gave successive formations, as 
noted upon the charts. We know nothing of the primary rocks. The strata all 
dip to the south or south-west from the primary. These charts are the results of 
thirty years of study. Previous to this nothing was known of the geology of the 
State. In studying the science begin in your own neighborhood." 

Professor W. H. Lennon, of Brockport, took up for a few moments the sub- 
ject of botany. 

The officers chosen for the ensuing year were : President, Noah T. Clarke ; 
Vice-Presidents, Elizabeth Richardson, }. M. Cassety, R. L. Selden, J. W. 
Mears : Corresponding Secretary, James Cruikshank ; Recording Secretaries, 
O. B. Bruce, Charles J. Chatfield ; Treasurer, Daniel J. Pratt. 

MO A II TURNER CLARKE. 

Noah T. Clarke, the thirtieth President of the Association, was born in Na- 
ples, Ontario County, N. Y., April Sth, 1817, being the second son of Law- 
rence Clarke and Laura Turner. His father was a well-to-do farmer, who in 
i7go, # vvhen eight years old, emigiated from Berkshire County, Mass., with his 
father, Colonel William Clarke, to settle in the then " great Genesee County." 
His mother was evidently a natural born teacher, as appears from the fact that 
marrying a1 the age of ig, she not only assumed the entire administration of a 
large household, but at the same time taught the summer'school ; and also those 
of her nine children reared to manhood and womanhood all took naturally to 
teaching, which most of them followed for several years with good success. As 
might, therefore, be expected, Mr. Clarke had the best opportunities afforded by 
common schools, and the better advantages of private and select schools, of 
which his father was a liberal suppoiter. The common schools in those days 
taught little more than the three " R's," but they taught them remarkably well, 
so that in the fall of 1834 his father, in order to see how well the boys had im- 
proved their opportunities, almost unbeknown to them, found places for them to 
teach school during the ensuing winter. So he found himself engaged, for three 
months at ten dollars a month, to teach in one of the hill districts about Naples. 
This was the day of small things, and but ten dollars a month seemed a magnifi- 
cent pi ice to one who had never yet held in his hand at one time a dollar he 
could call his own. His employment was for three months, which at the request 
of the teachers was extended half a month, a testimony as gratifying as it was 
lucrative. 

The next winter he attended the old Franklin Academy of Prattsburg, where 
for eight months he came under the instruction of John Humphrey, son of Presi- 
dent Herman Humphrey, of Andover College, whose influence had much to do 
in shapiig his future course. 

In the winter of 1836-37, he taught the school in his own district. In this 
school, numnering about eighty pupils, he was reasonably successful in two 
respects — in the conduct of the school, and in the discovery that he needed a 
much stronger educational power to teach a school satisfactorily to himself if 
not to patrons. Accordingly, in the spring of 1837, he entered Canandaigua 
Academy, then under the charge of the late Henry Howe, arid united at once 
with the " teachers' class," in which he received much profit. The following 
winter he taught at good wages a school in East Bloornfield, returned to the 
Academy in the spring, and taught the same school again in the winter. After 
the next summer at the academy, he opened in the fall of 1839 a select school at 
Naples, which he carried on till the spring of 1841, when he returned to Canan- 




NOAH T. CLARKE. 



TO THE PRESENT TIME. 95 

daigua, and entered the law office of the late Walter Hubbell, Esq., and became 
an assistant of Mr. Howe in the academy in the instruction of the " study boys," 
for a small compensation, including board. He remained thus employed till the 
fall of 1842, when, by the resignation of the teacher of the elementary depart- 
ment, he was appointed by the trustees to the place thus made vacant. This 
employment was only for the winter, and was considered a favorable opportu- 
nity, as his exchequer was within visible balance. The winter soon ended, but 
not the engagement, as the years rolled around and found him still in the same 
old " No 1," till the spring of 1845, when, to fill a vacancy, he was advanced to 
the charge of the department of the Higher Mathematics and Natural Sciences, 
in which position he remained until the spring of 1S53. In 1S49, when the acad- 
emy was under the charge of Mr. Marcius Willson, Mr. Clarke obtained leave of 
absence for three months, which he spent in special chemical study at the labora- 
tory of Harvard College, under the instruction of Professor E. N. Horsford. In 
I ^ i 53. upon the resignation of Mr. Willson, he was elected principal of the acad- 
emy, which position he has held for twenty-nine years without scarcely the in- 
terruption of a month for any and all causes put together. His resignation of 
this position dates July 5th, 1882. 

His whole life as a teacher, therefore, extends from 1S34 to 18S2, a period of 
48 years, and his continuous work in Canandaigua Academy extends from 1841 
to 1882, or more than 41 years. In 18 — , he received the degree of A.M. from 
the corporation of Hamilton College, and in 1869 the degree of Ph.D. from the 
Regents of the University of the State of New York. To the excellency of his 
teaching and the potency of his genial companionship, as well as the benignant 
influence of his life and example, thousands of young men, including the editor of 
these records, will bear witness. 



THE THIRTY-FIRST ANNUAL MEETING 

of the Association was held at Watkins, July 25th, 26th and 27th, 1S76. Hon. 
L. M. Gano said : 

" To me has been assigned the pleasant duty of bidding your honorable body 
welcome to our village." His concluding remarks were : 

" It is, we trust, with pardonable pride that we refer to our wonderful glens 
and beautiful lake, whose scenic charms have already been immortalized in song 
and story. Percival, Willis and Street have found inscription for the poet's 
muse in the delightful scenery of our lake and glen. Grace Greenwood and 
Harriet Beecher Stovve have borne enthusiastic testimony to the attractions of 
this valley ; and the lamented Agassiz, whose life was a marvel of scientific in- 
dustry, found time to make a special pilgrimage to this region, that he might 
read in yonder gorge the rocky tablets upon which nature has inscribed the his- 
tory of a thousand centuries. Without being charged with vanity, therefore, we 
may express the hope that you will find the natural attractions of our village 
not unworthy your attention. As a relaxation from your labors in convention, 
we shall take pleasure in conducting you to the cool grottoes of the glen, and 
shall invite you to sail with us upon the crystal waters of the lake. To these 
natural attractions, and to the hearts and hospitalities of our citizens, I bid you 
a most cordial and hearty welcome." 

In the course of President Clarke's response he made the following allusion : 

" The great exposition now in progress at Fairmount Park is one of the most 
stupendous facts in the history of the world. Such a display even half a century 
ago would have been an impossibility, and now it is possible only as a result 
largely growing out of the j.ower and skill of the American mind. I do not 
mean to say that we excel all others in that exhibition, for there are other 
nations not a whit behind our own in nearly all that relates to the practical or 
the useful arts, and in the realm of the beautiful greatly our superiors. Yet it is 



9 6 TO THE PRESENT TIME. 

doubtless due in a large measure to the impulses given to the other nations by 
the enterprise, energy and progress of our American people, that such strides in 
the practical and useful arts have been made ; and we stand out to-day, there- 
fore, as the great educator among the nations, and that, too, in spite of all the 
embarrassments growing out of the higher cost of material and labor. While 
the citizen of every nation represented at Philadelphia has just cause for a true 
national pride in view of the display made by his people, the American citizen 
is especially thankful that he is one of that people which has led the civilization 
of the last century and which has taught the other nations the secrets of material 
prosperity. I say this without boasting, and especially without any disparage- 
ment of the other nations, but the prophetic words of Berkeley have been veri- 
fied. ' Westward the star of empire has taken its way,' and of that empire we 
are citizens, in full possession of all the rights and privileges it vouchsafes, with 
all the mighty responsibilities it brings ; and it becomes'us to examine seriously 
to-day our true relation to it and to the future claims it has upon us in the par- 
ticular work to which we are called." 

In the absence of Principal Samuel Thurber, of the Syracuse High School, 
chairman, the report of the Committee on the Condition of Education, prepared 
by him, was admirably read by Principal A. C. Winters, of Havana. 

The report regarded our education as related to the public civil service as 
pitiful. 

The sectarian question of secondary importance. The vexed question of the 
Bible in the school is probably to be regarded as no more than superficial dis- 
turbance of the educational progress of the day. The undoubted tendency is 
toward the exclusion of the Bible from the schools. 

As in all our national concerns, so prominently in our school system, the 
American dread of centralized power has led to an extreme dissipation of ener- 
gies. In our divisions of territory and population for government purposes, 
the last and least subdivision is the school district. To this almost infinitesimal 
fraction of population is assigned the ultimate responsibility for the schools. 

In no country is the work of supervision intrusted to men so little educated, 
so little endowed with executive capacity, as in ours. No country pays so 
meanly its officers of instruction and inspection. No country rewards genuine 
executive ability better when this ability is directed to the management of a rail- 
road or a manufacturing enterprise. Legislators will probably never be found 
unwilling to amuse the petitioners for temperance laws, anti-bribery laws and 
compulsory education laws, by readily enacting whatever correct doctrine these 
may be pleased to formulate. But laws doubling or trebling the salaries of 
county commissioners and enforcing as a condition of eligibility to a county 
comir.issionership the passing of a rigid examination in science, ancient and 
modern literature, and civic law — such laws, on which, or on the like of which, 
the bare respectability of our future education depends, no one need at present 
indulge the hope of seeing passed by any probable State Legislature. 

When the report was thrown open for discussion, Principal B. Lewis, of 
Mount Morris, said it might be inferred from the report that the only danger of 
denominational interference with school management was from the Catholics. 
He thought this was unjust. There were boards of education in this State as 
fully controlled by Methodist, or Presbyterian or Baptist influence, as ever any 
board was by Catholic influence. He would say to all denominations : " Keep 
your hands off of our public schools." Mr. Lewis's terse and pointed remarks 
found favor with the audience, which applauded heartily. 

After an extended address by Prof. H. K. Clapp, of Geneva, 1 upon Elocution, 
illustrated by readings, Hon. Charles E. Fitch, editor of the Rochester Democrat 
and Chronicle, delivered an address upon Church and State. It was a strong 
argument against higher education at the expense of the State, and concluded as 
follows : 

1 A sketch of this gentleman will be found in the Appendix. 



TO THE PRESENT TIME. 97 

" I know that all of you will not agree with what I have said. Indeed, it is 
but recently that I have myself assented to all I have this evening uttered. I 
have attained my views on this vital subject slowly and somewhat painfully. I 
have had, like some of my educational friends, whom I both admire and esteem, 
a vision of a magnificent national university, upon which the money of the 
people was to descend in plenteous showers. In my vision, I have beheld the 
grandest architecture enshrining the most refined scholarship. It is not pleas- 
ant to dismiss the vision as the baseless fabric of a dream which the waking 
hour must dispel ; but I know it is unworthy of American thought. The logic 
of republicanism compels me to say this. I began my study of this subject 
with a sentiment. I am thankful that I have reached positive convictions. 
Cherishing the school system, as a republican, I mean to do all in my power to 
maintain it in its integrity — the separate integrity of its component parts. I 
protest against the claims of sectarianism to unite religious training with ele- 
mentary instruction, and to that end to lay robber hands upon the purse of the 
people. I protest also against the claims of secularism — falsely so-called — to 
convert the State into a patron of higher education, and to that end to filch the 
funds rightfully belonging to other objects. Both ask that which is inconsistent 
with the genius of democracy ; and, if we cannot be faithful to this, as the cen- 
tury unfolds before us, to what can we be faithful ? Come, let us now subscribe to 
a new declaration of independence. Let us proclaim the manhood of the individ- 
ual. Let freedom from the State be the crowning glory of the freedom of the 
State. Thus may we round out the affirmations of the fathers, and be true to 
the republic by being true to ourselves." Considerable discussion followed. 

A paper was read by Mr. J. W. Barker, of Buffalo, upon the Life and Ser- 
vices of the late Victor M. Rice. 

Mrs. A. M. Kelsey, of Aurora, gave a very interesting Talk upon Deaf Mute 
Articulation, the substance of which afterward appeared in the Illustrated Chris- 
tian Weekly, of December gth, 1876. 

John J. Anderson, Ph.D., chairman, then read the report of the committee 
on the Importance of History in our Common Schools, after which Mrs. Mary 
D. Hicks, teacher of drawing in the public schools of Syracuse, read the re- 
port of the Committee on the Educational Value of Drawing. 

" Differences of color are the first differences noticed, differences of form 
being recognized later. Herbert Spencer would have colors and a brush given 
to a child among its first playthings, with outlines to be filled in with different 
colors, thus affording the child pleasure while its hand is trained to use the 
brush. After perception of color, that of form would come. Attempts to imi- 
tate form judiciously directed are the best means of its cultivation. This princi- 
ple is thoroughly appreciated by the advocates of the Kindergarten system and 
is never lost sight of by them. Their sticks, their blocks, their paper lor prick- 
ing, their embroidery, their weaving, their drawing, their modelling furnish 
constant opportunity for the development of form." 

Professor Charles C. Shackford, of Cornell University, presented a papei 
upon Common Sense as a Regulating Principle in Education and Life. 

Following Professor Shackford, a very interesting paper was read by D. J. 
Pratt, Ph.D., of Albany, being a brief account of the New York City Teachers' 
Association of eighty years ago. This account consisted of extracts read from 
an old manuscript volume containing the minutes, reports, etc., of the formation 
and subsequent meeting of the Teachers of New York City, eighty years ago. 

An interesting paper on Science in the Public Schools, was presented by Miss 
Moore, of Cornell University, the following abstract of which is taken from the 
Weekly Ithacan : 

" Science is so humble as to be willing to walk with the most ignorant, and 
though misunderstood and neglected, accompanies them in their daily avocations, 
waiting to reveal to them nature's truths, to explain to them her immutable 
laws, to aid them in subjugating and controlling the elements, and to draw them 

7 



9 3 TO THE PRESENT TIME. 

into a closer sympathy with all created things. The introduction of the natural 
and physical sciences into our public schools would have a most refining and 
elevating influence on the masses ; and in these days of machinery, the utiliza- 
tion of forces and scientific farming, some knowledge of scientific laws is almost 
indispensable. While the practical side of life must be regarded, there are 
higher and nobler views of education than mere money getting and money sav- 
ing. The first care, the one aim of all culture is to prepare the individual for 
life. When that is accomplished all is accomplished. First the man then the 
citizen ; the former includes the latter. It is with this view that we should 
strenuously urge the introduction of scientific studies into our schools. Through 
conditions and in course of time as the child's mental powers unfold and his 
knowledge increases he learns to classify and generalize. In this way all the 
mental habits necessary for successful social and business relations are devel- 
oped and strengthened. One beautiful idea connected with the study of science 
is that prejudice must be laid aside and the mind kept open for the truth, what- 
ever that may be. 

" Such a habit of mind would do much to soften the bitterness of sectarianism 
and bigotry in later years. The pursuit of science requires the pupil to decide 
for himself. He is not obliged to submit to claims or assertions of whose justice 
he is not fully convinced." 

At the close of the reading of this paper, letters were read from Dr. James 
Hall, of Albany, and others, expressive of regret that they could not be present. 

Professor John W. Mears, of Hamilton College, was then introduced and de- 
livered an address, subject, Teaching as a Fine Art. As a specimen of the style 
of teaching at one time prevalent in Europe, he quoted the following from Jean 
Paul: 

" ' Among all schoolmasters I say it is a rare and difficult thing to find a John 
Jacob Hauberle. Which of us can boast, like him, of having administered dur- 
ing his schoolmastership of fifty-one years and seven months 911,527 strokes of 
the cane and 124 000 of the rod ; also 20,989 blows with the ruler ; not only 
10,135 boxes on the ear, but also 7905 tugs at the same member ; and a sum 
total of 1,115,800 blows with the knuckles on the head? And did he not 
threaten the rod to 1707 children who did not receive it, and make 777 kneel 
upon round peas, and 631 upon a sharp-edged piece of wood, to which are to be 
added a corps of 5001 riders on the wooden horse. For if any one had done 
this, why did he not keep an account of his blows like Hauberle, from whom 
alone we have to learn this interesting intelligence, as from a flogging diary or 
martyrologium, or imperial School Flogging Journal ? But I fear most teachers 
only deserve the contemptuous surname of Csesarius, who was called the mild 
because he suffered no one to receive more than six and thirty lashes.' 

" In these hands," said the doctor, " teaching was an artifice rather than an 
art." 

Principal Hoose, of Cortland, read a paper upon Oral Instruction, Instruction 
by Lecture and Instruction by Text-Books. 

His concluding inferences were : 

" 1. Oral instruction, lecture, text-book instruction, each uses apparatus. 

" 2. All agree in aiming at inciting thought in the mind of the learner. 

" 3. All may be too complex for the learner. 

" 4. The instructor adapts subject matter to the mind of the learner, in all 
cases, if he be wise. 

" 5. All agree in the danger of non-adaptability by the instructor. 

" 6. Instruction by text-book may be a failure because the instructor allows 
the learner to expend his efforts upon the apparatus, the language merely, with- 
out carrying him beyond the text to that which is amplified and suggested by the 
text — by not inciting enough thought consequent upon the text." 

Mr. E. V. De Graff, of Albany, submitted a paper on School Supervision. 

" The great evil of the present system is the method of selecting the school 



TO THE PRESENT TIME. 99 

commissioner. Each county has at least one, and some three or four. These 
commissioners have from fifty to two hundred schools under their supervision, 
which they are expected to visit and inspect as often as possible. In many in- 
stances it is merely a visit — without any inspection or examination of classes, 
and they are also required to examine all persons who propose to teach, and to 
license such as they find to be competent. No person can teach in a public 
school, without holding an official certificate — although many do." 

Professor Jerome Allen, of Geneseo, submitted the report from the Committee 
on Improved Methods in Education. He considered buildings, teachers and 
supervision. 

" It is possible to state with truth in this centennial year that we are improv- 
ing the places where our children are taught. We have the best school-houses 
in the world, and still we have some of the worst. Our cities and villages show 
the best made, furnished and ventilated school-houses in the world. This is 
saying a good deal, but it is the truth. The limits of this report forbid any ex- 
tended remarks under this head. 

" The person teaching : improved methods in education imply that our 
teachers improve. Do you think we are better than our fathers ? Times de- 
mand the teaching of new. subjects, a larger curriculum of studies, but are we 
gradually improving in quality? I think we are, but very slowly. 

" In reference to supervision. Improved methods demand careful and con- 
stant supervision. The superintendent must not only have brains, knowledge 
and a heart, but he must have power and performance. It is a serious question 
whether our system of County Commissioners does much good. The pay is 
too small, the time of holding office too short, and the results often too infinitesi- 
mal. In our larger cities we have good superintendence, but even here we are 
hindered by political influence, in many cases turning out a good officer only 
because he was politically wrong. We shall sometime adopt a system of State 
superintendence far better than the one now in existence." 

Among the resolutions adopted by the Association were the following : 

Resolved, That we most cordially indorse the principle underlying what is 
called " The Compulsory Education Act," and would urge upon the Legislature 
of our State to so modify the law, as to render its execution entirely practicable 
and operative. 

Resolved, That the New York State Teachers' Association does most earnestly 
urge upon the school department of this State the adoption of some uniform 
competitive system for the examination of teachers for our public schools. 

Rcsolv.d, That while we would not recommend the engrafting of complete 
Kindergarten instruction upon our present school system, we do most earnestly 
urge the use of many of the means in the system for instructing young children, 
and for developing mental activity and thoroughness in regard to thoughtfulness. 

Resolved, That the cultivation of art is a duty which belongs to the State as a 
means for increasing its power and its wealth, and to this end we urge upon the 
authorities that as soon as possible measures be taken to organize industrial art 
classes ; and also evening schools for training teachers and for educating me- 
chanics and artisans, that we may produce skilled laborers at home and avoid 
the necessity for importing all the products of such labor. 

Resolved, That we are deeply sensible of the inefficiency of our present meth- 
ods of supervision of common schools, and that we shall welcome any system or 
modifications which will increase the thoroughness of inspection, the qualifica- 
tions and pay of teachers, or the interest of patrons. 

Resolved, That we recognize the desirability of simplifying the orthography of 
the English language, and believing that this work should be performed by the 
best philologists, we cordially approve of their present efforts in that direction. 

Resolved, That we earnestly hope that Congress will not curtail the extending 
usefulness of the Biireau of Education at Washington, by withholding ample 
and generous financial support therefrom. 



ioo TO THE PRESENT TIME. 

Resolved, That this Association do most emphatically recommend to all 
American educators a visit to the Centennial Exhibition now at Philadelphia, 
for its exDosilion of educational ideas and methods as there revealed and shown. 

Proceedings of Sections. 

In Section A, Common and Graded Schools, Principal A. C. Chapin, of War- 
saw, read a paper, subject, The Business Element in Education. 

Next paper, subject, The Educational Necessity of the Hour, was read by Mr. 
George H. Stowits, of Buffalo, N. Y. 

Principal H. C. Kirk, of Phelps, read a paper, subject, What is Education, 
and what shall we do about it ? 

The next paper, subject, Grading and Supervision of Schools, was read by 
Principal D. S. Blakeslee, of Elmira. 

In Section C, Normal Schools— Academies and Institutes, Principal Sheldon, 
of Oswego, introduced Miss Brown, who gave an object lesson on the duck, 
first leading pupils to give a description of the bird ; second developing charac- 
teristics and habits ; third its adaptation to swimming. The lesson was given 
with much force and in a very pleasant manner, to a class which Miss Brown 
had never before seen. It was received by the children with intense interest. 

President Thomas Hunter, of the New York Normal College, followed with a 
paper on the extent of scholarship requisite as a foundation for normal training. 
In concluding he said : 

" As alchemy was the precursor of chemistry, and astrology of astronomy, so 
the empirical teaching of the present is only the forerunner of the scientific 
teaching of the future. Descartes gave a marvellous impetus to the correct 
study of the operations of the human mind when he endeavored to construct a 
system of mental philosophy based upon certain axiomatic truths. ' I think, 
therefore I exist,' ' Out of nothing nothing can come,' were just as universally 
admitted as the axioms of geometry. Though the great Frenchman made many 
mistakes, inseparable from the period in which he lived, he began his work in 
the right way, and hewed out a pathway for Locke and his successors. Prior to 
the discovery of the blood by Harvey, medical knowledge was empirical of 
necessity ; since then it has been reduced to a science. The question before us 
is, How is teaching to be reduced to a science? The problem is difficult of 
solution. It is so hard to comprehend the operation of mind working on mind. 
The profession of teaching is behind the other professions, because the Sewards 
and the Everetts abandon it, and seek wealth and glory in law and statesman- 
ship. Able men as a rule do not remain teachers, and hence the tendency to 
lower the teacher's calling. When some great man appears who will produce a 
standard authority on the science of teaching, the world will hail him as a ben- 
efactor of the human race, second to none since the inventor of painting. The 
incomplete and empirical books on teaching will disappear, and instead thereof 
we shall have a work based on pure science. In thinking about this problem, 
and fully realizing my utter inability to grapple with it, I fancied in a vague way 
that the man who will write such a book as that which I have above indicated 
must commence, as Descartes did, with universal tiuths. For example : 

" i. The natural law of a child's being is activity — physical activity, mental 
activity, moral activity. 
" 2. Inactivity is disease. 

" 3. The constructive and destructive powers of the mind are co-relative. 
" 4. The true order of education is, first the will, second the moral sense, 
third the intellect. 

" 5. The underlying motive of all human action is the pursuit of happiness, 
the avoidance of pain. 

" 6. There is an hereditary tendency to certain virtues and vices. 

" 7. There is an hereditary tendency to certain capacities and aptitudes. 



TO THE PRESENT TIME. 101 

" S. Human beings mav be classified according to temperament. 

" 9. Ideas of right and wrong, of good and evil arise solely from experience 
and education." 

Professor Jerome Allen read a paper with reference to the educational exhibits 
of the different nations at the great Exposition. Professor Johonnot followed 
with remarks in reference to the same. 

Miss Richardson, of Fredonia, also gave a lesson on moisture. 

The Centennial Excursion. 

No account of the Watkins meeting would be complete, probably, without 
referring to the expedition under the direction of Superintendent Danforth, of 
about one hundred and fifty teachers to Philadelphia that year. 

Description, of course, is impossible ; it will be wise, doubtless, to leave 
the details to each reader's recollection or imagination, since he would stand no 
more chance of being entirely wrong than any description would of being right. 

Through the brief vista of seven years, it appears now to the writer as a con- 
fused jumble of " cheap boarding-house," magnificent displays, stupid waiters, 
interesting ladies, beautiful paintings and statuary, a maze of machinery, street 
cars, elevated railways, etc., etc., in indescribable confusion. 

It was dazzling, bewildering, wonderful. Foreign nations were surprised to 
find the young republic so far advanced, and we in turn were no less surprised 
to find so many of them lagging in our rear. Yet wonderful as this all may be, 
how much more wonderful will be the revelations of America's next centennial ? 

The following officers were elected by the Association for the ensuing year : 
President, Superintendent Edward Smith ; Vice-Presidents, Commissioner 
Charles T. Andrews, Mrs. A. M. Kelsey, Miss Frank Tefft, Principal Charles 
R. Abbott ; Corresponding Secretary, Superintendent Orsamus B. Bruce ; Re- 
cording Secretaries, Charles J. Chatfield, William O. Campbell ; Treasurer, 
George L. Farnham. 

EDWARD SMITH. 

Edward Smith was born in Onondaga County, in December, 1817. His father 
moved into Cattaraugus County when the son was about 10 years of age. He 
attended school only in winter terms until he was iS years of age, and was then 
one year an inmate of a private school in Randolph, N. Y., taught by Calvin 
Kingsley. The ne^t year he taught his first school. He then attended Platts- 
burg Academy one year, worked on a farm the next summer, and taught the 
succeeding winter. The beginning of the next summer Mr. Smith went with a 
party of lumbermen down the Ohio River with rafts ; he stopped in Kentucky 
and taught there a term of four months. Returning to Cattaraugus County he 
taught during several winters, doing farm-work chiefly in summer, and continu- 
ing his studies as he had opportunity until the spring of 1S45, and that year he 
engaged a school in Syracuse, where he taught three years before the city was 
organized. 

On the organization of the city school system in the spring of 1S4S, Mr. Smith 
was retained at the head of one of the grammar schools for 10 successive years. 
In 185S he resigned his position and took charge of his fathers farm in Cattarau- 
gus County, where he remained three years during the summer season, returning 
to the city, winters, to teach the ungraded schools. In the spring of 1S60 he 
again took charge of one of the largest grammar schools in Syracuse, which 
position he retained until appointed to the superintendency. He has now been 
superintendent of the schools in the city of Syracuse for 17 years, and their 
status among the schools of the State of New York has been a sufficient guaran- 
tee for the high character of his work. 



TO THE PRESENT TIME. 



THE THIRTY-SECOND ANNUAL MEETING. 



The tendency to excursions, which was referred to in the beginning of this 
chapter, seems to have culminated jn the meeting at Plattsburg in 1877. 
Though Lord Dundreary's explanation of why a dog waggles his tail would 
hardly be a legitimate illustration, yet it could be employed. The facetious 
editor of the School Bulletin refers to the thirty-second anniversary as the 
" Plattsburg Picnic," and the Association a mere incident of the excursion. 
Still taking the ability of the persons who took part in the proceedings there into 
account, and the known tendency of the editor aforesaid to use strong expres- 
sions, we must conclude that the work performed there was by no means value- 
less. The session was held in the High School building, July 24th. 25th and 
26th. 1877. 

W. E. Smith, Esq., President of the Board of Trustees, made the welcoming 
address, to which President Edward Smith responded in fitting language, and 
then delivered his annual address. He reviewed the history of education as 
influenced by the Association, discussed the relative value of different branches 
of study, and urged the importance of science both as a basis for moral and in- 
tellectual training. He concluded as follows : 

" I have said that the sciences taught orally should be added where they have 
not been to courses of study in cities and larger towns. This additional work is 
regarded by some as entirely out of place ; it is claimed we are ' cramming ' the 
children with subjects beyond their comprehension. But of all subjects science 
is of most importance when considered in its relations to practical life. To the 
question ' What knowledge is of most worth ? : we are compelled to answer with 
Herbert Spencer, ' the uniform reply is — science.' This is the verdict on all the 
counts. For self-preservation or the maintenance of life, the all-important 
knowledge is science. For gaining a livelihood the knowledge of greatest value 
is science. For the discharge of the parental duties and relations, the proper 
guidance is to be found only in science. For the discharge of our duties to the 
nation and to society the indispensable key is science. For the most per- 
fect production and the highest enjoyment of art in all its forms, the needful 
preparation is still science. For purposes of discipline— intellectual, moral, 
religious — the most efficient study is — once more — science. 

" An apt argument is found in ' the Catechism on Methods of Teaching,' trans- 
lated from the German by A. Diestervvig. In answer to the question, ' Should 
natural philosophy be taught in the common school? ' the reply is, ' Certainly.' 
Shall the children of the common school learn nothing of weather and wind, of 
thermometer and barometer, of the phenomena of light and air, of rain and 
snow, dew and hoar-frost, fogs and clouds, lightning and thunder ; shall they 
see the aeronaut travel by steam, and read telegraphic news, without knowing 
the how and the why ? Shall they remain ignorant of the constituents of food, 
and of the process of their stomachs and their lungs ? Or is it sufficient to read 
of all this in their readers ? He who answers those questions in the affirmative 
is himself an ignoramus or a misanthrope, and he who affirms the last knows 
nothing of the way in which real knowledge is acquired. Why should the most" 
valuable part of human knowledge be excluded from the public schools, or in 
limited measure confined to high schools and academies ? Dr. De Motta, the 
Brazilian commissioner, sent by his government to this and the European coun- 
tries for the purpose of examining school systems with the view of improving 
the Brazilian system, after an extended examination of the best schools in this 
country, said : ' I find excellent schools and extended courses of study, but they 
seem to me to lack practical application to the business of life.' The greatest 
of all questions before the public at the present time is this : How shall the most 
practical education be given, having regard to economy in the shortest time ? 
The solution of this problem is of greatest moment to this and future genera- 
tions." 



TO THE PRESENT TIME. 103 

Principal Benedict followed with an interesting address iipon Words. 

Principal Harrington, in the absence of John Kennedy, read the latter's paper 
upon School Discipline. 

Thomas Hunter, President of the New York Normal College, presented an 
argumentative discourse in favor of Higher Education by the State. 

Commissioner L. B. Newell read a paper on Head Work and Hard Work for 
Teachers. 

M. A. Knapp, Esq., of Syracuse, delivered an address. 

Professor Barlow, of Lafayette College, read a paper on Spelling Reform, 
and Wallace Bruce, Esq., of Poughkeepsie, held the undivided attention of his 
audience to a late hour. His theme was the Women of Shakespeare, and 
although the evening was very warm, all in attendance felt amply repaid ; for, 

Some there are 
Who on the tip of their persuasive tongue 

Carry all arguments and questions deep ; 
And replication prqrnpt and reason strong, 

To make the weeper smile, the laugher weep." 

Mrs. Mary Hicks read an impromptu paper on Drawing ; Principal Oscar 
Atwood, of Plattsburg, read a paper upon the American High School — its 
Claims and Work, and Principal J. E. Bradley read the report of the Commit- 
tee on Improved Methods of Education. 

Dr. Mears, of Hamilton College, read an entertaining and profitable paper 
upon the Educational Influence of Nations. 

The exercises of the sections were of an interesting character. The pro- 
gramme in Section A, Common and Graded Schools, including Studies for 
Graded Schools, The Standard of Teaching, Civil Government, and Teachers' 
Classes in Academies. In Section B, Higher Education, the topics were : Ameri- 
can Educators in India, The Moral and Religious Element in Education, and 
Our Indebtedness to the Arabs. In Section C, Professional Training of Teach- 
ers : Teachers' Institutes. Teachers' Classes, Use of Globes, Normal Schools, 
History of the Board of Regents, Learning to Read, Write and Spell, and The 
Relations of Normal Schools to Industrial Occupations. 

The Association elected the following officers for the ensuing year : Presi- 
dent, John \V. Mears ; Vice-President, C. R. Abbott ; Corresponding Secretary, 
Edward Danforth ; Recording S ecre taries, Charles J. Chatfield, William O. 
Campbell '; Treasurer, George L. Farnham. 

JOHN WILLIAM MEARS.' 

Dr. Mears was born in Reading, Pa., on the 10th of August, 1825 ; graduated 
from Delaware College in 1S44, and from Yale Divinity School in 1851 ; was 
ordained pastor of the Presbyterian Church in Camden, N. J., April 15th, 1852, 
and resigned this pastorate October 31st, 1853 ; was pastor of the Presbyterian 
church at Elkton, Md., from January 1st, 1854, to November 1st, 1S57 ; was 
pastor in Milford. Del., from November 1st, 1857, to February nth, 1S60 ; was 
editor of the Ameiican Presbyterian, of Philadelphia, from i860 to 1870. In 
1S71 he accepted the Albert Barnes professorship in Hamilton College, a chair 
he filled until his death. He married Phebe A. H. Tatern in September, 1852, 
and his wife and four children survive him. The Utica Herald says of him : 

" Dr. Mears was not content with ' the still air of delightful studies,' and the 
quiet routine duties of the class-room. Through his influence many valuable 
additions were made to the library in the department of metaphysics. With the 
aid of President Darling he prepared the large list of recent works which the 
generosity of Mr. Albert S. Porter, of Niagara Falls, has recently enabled the 

1 School Bulletin. 



104 TO THE PRESENT TIME. 

college to purchase. He was faithful in attending the meetings of presbytery 
and synod, and was three times or oftener a commissioner to the general assem- 
bly. In 1878, while President of the New York State Teachers' Association, he 
was also chairman of the executive committee of University Convocation at 
Albany. In 1S79 ne was candidate for Governor of New York on the Prohibi- 
tion ticket. He was an active leader in the successful movement in suppressing 
immoralities in the Oneida Community. He was the author of several relig- 
ious works issued by the Presbyterian Board of Publication. He cheerfully 
responded to frequent calls for lectures, and was often heard wilh profit and 
pleasure by the most intelligent Sunday audiences in Central New York. One 
of the most vigorous and elaborate of his published utterances was an address 
on the Presbyterian Element in Our National Life and History, before the 
Synod of Central New York, at Watertown, October iSth, 1876." 

Dr. Mears's ideas of teachers and teaching, which he ever strove to exemplify, 
are well set forth in the following extract from his writings : 

"I had rather by far my child should go to the log school-house and sit on 
hard benches without backs, if the teacher had some soul for his work, some 
enthusiasm for his art, some genuine, generous sympathy for the struggling, 
opening, wayward natures before him, than to the most perfectly contrived and 
lavishly furnished of all the buildings exhibited or represented in the Centennial 
Exhibition, if amid all this parade of dead materials the teacher artist was not 
there. Let us have both by all means : enthusiasm in the teacher, perfection in 
his instruments. But if we cannot have both, may a kind Providence preserve 
to us the former. A genuine alive teacher is worth tons of text-books and miles 
and miles of modern improved school-houses and halls of science. 

" Enthusiasm in the teacher ! Enthusiasm — a word on which some would 
cast suspicion. As well might they give a bad name to any of the great motors 
of wind, steam, water or electricity, because they sometimes break out in irreg- 
ular, monstrous and devastating manifestations. Enthusiasm ! not in thirty 
years' hearing has the word lost its charm to my ears. It speaks of youthful 
energy, and glow and ideality ; of the halo of fresh imagination cast about the 
commonplaces of life and work ; of ardor and momentum sweeping down ob- 
stacles, and communicating itself as a rare magnetism in a wide circle of influ- 
ence. Happy the man whose enthusiasm will bear transporting from stage to 
stage of advancing life. But almost repulsive is the youthful nature that shows 
, no signs of its presence. To such our topic can have but small interest, and be 
of little or no account — nay, perhaps, an utter impossibility is the rise of an 
ideal in a soul without enthusiasm. A true artist conception of the elements of 
human nature, as it lies open before the plastic hand of the educator, must almost 
necessarily carry with it that high and joyous degree of interest which we call 
enthusiasm. 

" This, then, brings us to the second aspect of our topic ; the first being the 
conception of the ideal, and the second its execution. We are here at the act of 
teaching itself —teaching as a fine art. And here let me go back to the earliest 
if not the greatest example of the famous teacher in the history of education — I 
mean to Socrates, especially as he is presented to us in the dialogues of his 
greater pupil, Plato. The pupil's presentation of his master comes to us in the 
form of dialogue, a true copy of the master's style. Hence, as Schleiermacher 
points out in his introduction to the dialogues, it was not the mere communica- 
tion or infusion of knowledge from one mind into another that was sought. 
For this could be more readily attained in the form of unbroken discourse. 
This would limit activity chiefly if not wholly to the teacher, the pupil remaining 
simply in a receptive frame of mind. But the form of dialogue is deliberately 
preferred as that which truly living instruction must have and as one fairly rep- 
resenting the method of the master himself. It was the sophists who used long 
and continuous discourses, against which Plato represents his teacher as protest- 
ing. In oral instruction, says Schleiermacher, the teacher standing in the pres- 



TO THE PRESENT TIME. 105 

ence of the learner, and in living communication with him. can tell everv mo- 
ment what he understands and what not, and thus assist the activity of his 
understanding when it fails. A sentence orally delivered, says Socrates in one 
of the dialogues (Phcedrus, 27 B.C.), may always be defended by its author ; 
while the written sentence, like a painting, stands mute and can make no 
answer to further inquiries and objections. 

" The secret of this dialogistic form, then, is found in its adaptedness to an- 
swer the high aims of the true teacher, to secure and direct the needed activity 
of the mind. The dialogues of Plato are the embodiment of that living contact 
of the teacher's mind with that of his pupil in which true teaching consists. It 
is that assistance — delicate, patient, sagacious, steady, which tends upon and 
assists at the birth of thoughts, and which Socrates calls midwifery. 

" Thus he teaches the pupil to find out what unconsciously, potentially, he 
already knows ; shows him how a new degree of knowledge is but the explicat- 
ing of what was implied in past knowledge ; how the new and strange particular 
is contained on the old and familiar general proposition ; or shows him how the 
old and admitted truth fails to square with the new assertion, and so helps him 
to detect and judge his own mistakes and to realize his own ignorance." 

THIRTY-THIRD ANNUAL MEETING, 

at Albany, July 9th, 10th and nth, 1S78. The meeting opened July 9th at 2:55 
p.m. Prayer was offered by Rev. Dr. Reaves, and the address of welcome was 
delivered by Charles P. Easton, President of the Albany Board of Education. 
Among other things he said : 

" The citizens of Rochester, through the silent but potent influence of the 
ballot, snatched victory from the very jaws of defeat and secured the triumphant 
re-establishment of their High School. The enemies of higher education, both 
here and elsewhere, may profitably study the lessons taught by the issue of this 
short and decisive contest." 

The President, Dr. John W. Mears, after thanking the speaker in behalf of 
the Association, gave his address upon The Indocility of the Age. He referred 
to the desire to turn education into money, to the attacks upon higher educa- 
tion, to the need of industrial art education, and to the restless spirit illustrated 
in our civil war, in the railroad riots, in college rowdyism, and in communistic 
demonstrations. He closed by deploring the tendency to divorce education from 
religion. 

Superintendent Cole, of Albany, read the report of the committee on the Con- 
dition of Education. Statistics were presented to establish the following conclu- 
sions : 1. That a stronger interest should be felt in New York colleges. 2. That 
character should be made a pre-requisite in the selection of teachers. 3. That 
enlarged facilities are needed for the training of professional teachers. 4. That 
free higher education is an essential element, and opportunities for its attain- 
ment should be increased, not diminished. 

The report on drawing was read by Mr. Johonnot, after which the audience 
were diverted by an exercise in Free Hand Drawing, by Frank B. Scott, of 
Buffalo. He is ambidextrous, using either hand or both with equal facility, and 
was himself as entertaining as either his lecture or his sketches. Though the 
afternoon was hot and the time late, he mingled amusement and instruction for 
an hour, with satisfaction to all present. 

Secretary B. G. Northrup, of the Connecticut State Board of Education, de- 
livered an address upon Village Improvement, a noble work in which great prog- 
ress has been made in his own State. Wallace Bruce followed, with his elo- 
quent lecture upon the Landmarks of Scott. It was interrupted by frequent 
applause. 

Principal McVicar presented the report of the committee on improved meth- 



106 TO THE PRESENT TIME. 

ods of education. He urged that to secure improved methods in his work, the 
teacher must accept the following fundamental propositions : 

" I. Words, tit her spoken or written, are simply symbols or instruments through 
■which the mind records its consciousness and expei iments for future use, and 
through which one mind can make knoivnits consciousness and experiences to an- 
other mind. Hence it follows that the perception of objects must precede their 
names ; the perception of facts must precede the statement of causes, principles 
or laws ; that clean and distinct conceptions must precede definitions. 

" 2. TJie mind must gain through the senses its knowledge of everything external 
to itself. Hence, in every case, where possible, the real should be presented to 
the senses when studied or taught. 

"3. The mind perceives wholes first, then parts ; differences, then similarities. 
Thence our perceptions of any object of study are at first vague and indefinite ; 
that they are made distinct and comprehensive by the perception of the- differ- 
ences by which the whole is analyzed into its distinct elements ; that these parts 
of units vary in size or breadth, according to the strength of the mind for which 
it is intended. 

" 4. The mind proceeds from the simple to the complex, from the known to the 
unknown, from the particular to the general. Thence the pupils" subjects of 
study should in all cases be arranged so that the complex is preceded by the 
simple. 

" 5. The mind is strengthened and developed in proportion to the effort put forth. 
Hence, pupils must think, reason, and work for themselves." 

In conclusion, he said that the work of improvement in methods of teaching 
is in its infancy, and must, as in everything else, be the product of carefully 
conducted experiments, made by men and women who are capable of giving a 
clean analysis of the results of their experiments, and of formulating the laws 
which should guide the art of teaching. 

A warm discussion followed. Our veteran friend, Mr. Ross, without whom 
the Plattsburg Association seemed like a session of the presbytery, opened fire 
by declaring that there were no improved methods in education. Somebody 
called him an iconoclast, which staggered him long enough to give the next man 
a chance upon the floor. The discussion drifted into the question whether ideas 
are innate, intuitional, or acquired, and President Mears advised the members 
to read up on metaphysics before the debate was renewed next year. 

Superintendent Kiddle's address upon Compulsory Education was singularly 
comprehensive, careful and forcible, and concluded that such a measure was 
impracticable, unnecessary and unjust. 

Principal J. W. Cole[ of Troy, dissented from Mr. Kiddle's conclusions, urg- 
ing that the failure in this State was due to Mr. Hawkins's statute, and not to 
the principle involved. Principal Abbott, of Brooklyn, thought something had 
been accomplished in his city. Superintendent McMillan and others agreed 
fully with Mr. Kiddle. 

Mr. Bardeen, expressing his satisfaqtion to have his very positive impression 
transformed into conviction by Mr. Kiddle's arguments, called attention to the 
bearing of the paper upon the current arguments against higher education. We 
must admit that compulsory education is impracticable ; yet every opponent of 
higher education is an advocate of compulsory education. The high school 
draws scholars up toward itself by a sort of capillary attraction. Do away with 
it, and many of the scholars who are now drawn into school must be pushed 
in. 

After the discussion, an attempt was made to present the report on a Home 
tor Disabled Teachers, but as the audience rose from their seats and positively 
refused to listen any longer, the session was adjourned. 

Principal Lovell, of Attica, discussed the question, To What Extent Shall the 
State Educate ? in which he criticised severely Governor Robinson's attacks upon 
higher instruction at public expense. We may mention here a resolution intro- 



TO THE PRESENT TIME. 107 

duced on Thursday evening by Mr. Coiey, but voted down after speeches by 
Mr. Danforth and others. 

Principal Beebe, of Canandaigua, also presented his methods of instruction in 
arithmetic, as presented in his work, First Steps among Figures. A lively dis- 
cussion on this paper was followed by an address on Reading by Mr. E. V. De 
Graff. 

Professor Allen, of Geneseo, presented his report on a Home for Disabled 
Teachers, urging that the Association memorialize the Legislature to pension 
teachers who have taught not less than twenty-five years in this State, and to 
found a "home for those who are no longer able to teach, and who are homeless 
and penniless. 

Mr. Ross arose with his coat off. " I know salaries are small," he said. 
" If I had had as large a salary as I wanted, I would have got married, long ago. 
The idea that a teacher works for the love of it and don't want any money is all 
folly. The teacher is doing more good than the minister, and ought to be paid 
for it. I don't believe in telling the Legislature we are paupers and want to 
have a poor-house provided. Let them give us a pension if they like, but let us 
live where we have a mind to, and not huddle us into a pig-pen. My principle 
is that in his first twenty-five years of teaching a man should save half of his 
wages for old age, and " 

But here Dr. Mears interrupted Mr. Ross, on the plea that much business 
remained to be done. 

C. W. Bardeen then read a paper upon the Present Status of the Township 
Question. It stated what official action has been taken, what experiments have 
been tried, and what is the present feeling among commissioners ; the last part 
being made up of quotations from scores of letters received in answer to specific 
inquiries. This paper showed great progress in public sentiment. 

The debate which followed was principally as to whether there should be a 
debate, some urging the lack of time and others the importance of the subject. 
At length the programme prevailed, and after a brief history of the Association 
by Superintendent Sanford, Secretary Chatfield read in a lively and off-hand 
manner the report of the committee on phonetic spelling. Though it is doubtful 
whether one in ten of those present believe in the spelling-reform, it was voted 
to telegraph an enthusiastic message to the Association at the White Mountains. 
After the vote, Secretary Northrup rose to explain Professor Whitney's views, 
which have been frequently misrepresented. He said that while Professor 
Whitney attached little importance to the argument that a change in spelling 
would obscure the history of words, yet he sees no practicable way to reform 
our present orthography. Secretary Northrup and Professor Whitney were ap- 
pointed by the Connecticut State Legislature as a committee to discuss the 
reforming of spelling in the State documents, and the only change they could 
bring themselves to recommend was the substitution of controller for comptrol- 
ler. 

The excitement of the meeting culminated in President Hunter's paper on 
Who Shall Examine Candidates for Licenses to Teach ? He argued that teach- 
ers should be examined at the State Normal School, and spoke of the work of 
school-commissioners with an exaggerated contempt not unusual in a man who 
first builds up a theory and then deduces his facts. Among other statements, 
he spoke of county commissioners who could neither read nor write, and Com- 
missioner Whitbeck excitedly offered to bet five dollars there wasn't such a com- 
missioner in the State. Mr. Ross informed the Association that he was himself 
a graduate of the Albany Normal School, but he wasn't none the better for it, 
and when somebody rose to the point of order that Mr. Ross had spoken five min- 
utes, the gentleman from Seneca told the objector to dry up ; he came there to 
speak and was going to speak till he got through. Principal Kitk, of Phelps, set 
up several normal-school ten-pins and bowled them down with accuracy born of 
recent (but ineffectual) experiance. Finally Dr. McVicar made a strenuous ap- 



ioS TO THE PRESENT TIME. 

peal that all petty personal prejudices be discarded, and this subject be debated 
from the broader standpoint of the higher welfare of the State. 

Principal C. O. Roundy read the Necrology report. 

The reports of the committees were hurried through without much debate in 
order to reach the lecture by William J. Marshall, of Fitchburg, Mass., on the 
Yellowstone National Park, illustrated by the stereoplicon. The speaker was 
self-possessed and frequently facetious, and his views were remarkably fine. 
The audience remained interested to the last, and gave him hearty applause. 
With addresses by the State Superintendent and the new President, Commis- 
sioner Casper G. Brower, of Westchester County, the Association closed. The 
committee on time and place of next meeting reported in favor of Homer, but 
in sympathy with a humorous and hospitable speech from Regent Lewis, of 
Penn Yan the Association voted overwhelmingly to go there. 

The following officers were elected : President, Casper G. Brower ; Corre- 
sponding Secretary, M. M. Merrill ; Recording Secretaries, Charles J. Chatfield, 
William O. Campbell ; Treasurer, George L. Farnham. 

CASPER G. BROWER 

comes of a hardy and patriotic ancestry. His grandfather, John C. Brower, 
did good service in the Revolutionary War, and was in consequence pensioned 
by the Government till the time of his death. His father, John Brower, was 
born in the city of New York, and subsequently removed with his parents to 
their heme on the Hudson, where the subject of this sketch was born. The 
grandfather died at the age of 87 years, while the father at the time of his death 
in iSSo had reached his 88th year. 

Mr. Brower early manifested a disposition to study, and soon mastered the 
course prescribed in the public school of his native village. 

Having obtained an academic education at the New York Conference Semi- 
nary, Schoharie County, he chose the profession of teaching, and with occa- 
sional interruptions has pursued his chosen occupation till the present time. 

He first taught a common district school in Somerset County, N. J. This 
school had been taught for several years by a first-class teacher, a graduate of 
Albany Normal School, and was considered the " banner school " of the county. 
Though young and inexperienced he managed the school for three years with 
decided success, but was obliged to resign and rest for a season on account of 
ill-health. He afterward taught two years in the same county, taking an active 
part in organizing and maintaining a teachers' association. Under the impres- 
sion that the confinement of the school-room was undermining his health, he de- 
cided to abandon the work and enter upon mercantile pursuits. After spending 
one year as book-keeper and cashier in a wholesale house in the citv of New 
York, he was obliged by the panic of '57 to abandon his new calling. In the fall 
of 1S57 he commenced teaching in Westchester County, N. Y., where he soon 
established a reputation as a successful educator. While principal of the public 
school at White Plains he was chiefly instrumental in organizing the Westchester 
County Teachers' Association. 

In 1S62 he took charge of the Union Free School at Tarrytown, N. Y., which 
position he held for ten successive years. Under his management this school 
was considered one of the best in the county. 

In 1S72 he was elected to the office of school commissioner, and re-elected in 
1875 by large majorities. 

On the death of Commissioner George W. Smith, January, 1S79, Mr. Brower 
was appointed by the county judge to fill the vacancy for one year. He held the 
office of school commissioner seven years, and was considered by the Depart- 
ment of Public Instruction as one of the most efficient officers in the State. Mr. 
Brower has an interesting family, his wife being the daughter of Daniel C. Rey- 
nolds, of Westchester. He has two children. 



TO THE PRESENT TIME. 109 

THE THIRTY-FOURTH ANNUAL MEETING 

was held at Penn Yan, July 15th, 16th and 17th, 1879. The address of welcome 
was delivered by Hon. D. A. Ogden, and was all that could have been expected 
from so genial and hospitable a gentleman, with the temperature at 92 in the 
shade. All were made tu feel singularly vvarm-heaited and happy. He said : 

" We are not unmindful of the honor you have done us by selecting Penn 
Yan as the place for your annual meeting. We will try to make your stay with 
us pleasant, and we are assured that, to us, your coming and stay will be both 
profitable and pleasant. We may not be able to give you the gorgeous enter- 
tainment of the city, but I assure you our more quiet, rural entertainment will 
be no less sincere, and our cordial greeting none the less warm and cheerful. 
We have not the splendor of palaces, nor the lavish sho .v of great wealth to 
present, but the people I represent have warm hearts, our village pure air, and 
about us are green fields and beautiful scenery, a bright little gem of a lake, 
with its bold bluff and its vine-clad hills, and they are far better, being the handi- 
work of the great Creator, than anything which human hands can prepare and 
build." 

The President of the Association, Commissioner C. W. Brower, made a few 
felicitous remarks in reply, and stated that his address would be given in the 
evening. 

Principal E. J. Peck, of Homer, read a report on the Condition of Education. 
The following features of encouragement included in this report we append : 

" 1. The increased attention to higher culture and a more general apprecia- 
tion of its importance. 

" 2. The higher standard of scholarship in our colleges and universities. 

" 3. The greater opportunities for profound training and for thorough scien- 
tific investigation. 

" 4. The success of the institutions for professional training." 

A. M. Kellogg opened the discussion on the subject. In the report of the 
Chicago schools the speaker discovered that out of 900 teachers, 600 had been 
appointed who had no previous training. He said " the State of New York 
needs 25 normal schools. We need to organize the forces we already have. 
We need a State Board of Education with power to direct the tendencies of 
school work. We, as a body, need to arouse public sentiment in favor of edu- 
cation." 

Regent Lewis, alluding to the story of Jemima Wilkinson's walking upon 
water, with which Professor Peck had opened his paper, begged to correct the 
speaker in regard to it. That good old Quaker lady had never claimed to be 
able to walk upon water. Her remark, addressed to a lady afraid to cross the 
lake, was, " Have faith in God, for if thou hast, thou canst walk upon water." 
Tne speaker expressed himself as in favor of uniting the two systems of educa- 
tion in the State. 

Major Stowits, of Buffalo, also Edward Danforth, of Elmira, followed. Mr. 
Ross, of Waterloo, made some unique and happy remarks. Commissioner 
Watkins, of St. Lawrence, asserted that many of the trustees of the State are 
utterly incompetent. 

Professor Jerome Allen, of Geneseo, said that although he was a temperance 
man he did not believe that a law prohibiting the sale of liquor could now be 
passed, neither did he believe that a bill fixing the rate of teachers' wages 
could be made a law. 

A free trip on Lake Keuka was announced to be given by the citizens of Penn 
Yan. 

President Brower in his address alluded to the question of Higher Education 
and the State in these words : 

" Nothing indeed could be more conducive to the true interest of the State 
than to secure for all her citizens the highest possible education necessary to 



no TO THE PRE SEN T TIME. 

enable them, either as individuals or as citizens, to achieve the greatest possible 
good. There has been a tendency of late to yield somewhat the strong and 
healthy conviction heretofore entertained on the question oi higher education 
by the State. The noble legacy handed down by the fathers can be perpetuated 
by us, and bequeathed to future generations, only by the adoption and support 
of a well-arranged system of public education — a system that embraces more 
than mere primary instruction — a system that provides as fully as possible for 
all the needs of human society and for all the demands of the State. Anything 
short of this, it is safe to say, will fail to secure the results to which patriotism 
and philanthropy should alike aspire." 

After the address, Dr. Cowles, of the Elmira Female College, was introduced. 
He spoke on the subject of Art and Art Culture. He said : 

"All art is the impress of soul upon material things. Picture-making has 
become a necessary ally of literature and science, though we have no one now 
who would dare to undertake such a work as ' The Last Supper.' Still picture- 
making is an important social force and should not be ignored in our system of 
training. Art does not create — it is a tonic, a stimulant. Multitudes are mis- 
taken on this point. A moral man may have his morality intensified by art, 
but art alone cannot produce morality." 

Professor Lantry, of Manlius, read the report of the Committee on Improved 
Methods in Education. 

Principal Milne read for him Principal Buckham's paper on the Proper Func- 
tions of the Normal Schools. One city employs only normal graduates. An- 
other follows the expression of its ward-principals, who declare themselves satis- 
fied with high school graduates who have had no special training. This shows 
that the place of the normal school in our system is not yet regarded as vital. 
Carefully and modestly Mr. Buckham pointed out the ligaments that bind these 
institutions to our common schools. 

Commissioner Cooke opened the discussion with a paper made up of valuable 
statistics, showing how much more normal instruction is needed, the normal 
schools being too few in number and thus inaccessible to the majority of young 
teachers, the courses being too long, and the local competition for position 
being so great as to exclude well-prepared teachers. The remedy is not to 
abolish but to multiply and more heartily support the normal schools, and to 
make the courses shorter. The trouble now is that the young ladies stay there 
so long and are so old when they come out that instead of keeping school they 
go to keeping house. Our eight institute instructors are to-day doing more for 
the ten thousand district schools than our eight normal schools. 

Superintendent Sanford confirmed the views presented in the paper. " The 
legitimate business of the normal school is to train teachers by apprenticeship. 
I have heard even Dr. Armstrong take this very ground." 

Instructor Lewis agreed that the normal course should be shortened and the 
standard of admission raised. He inquired of Principal Milne whether the prin- 
ciples laid down in the paper were practised in the Geneseo School. 

Dr. Milne replied that he tried to keep abreast and a little in advance of pub- 
lic sentiment, but at present it was necessary to receive pupils who needed in- 
struction in subjects as well as methods. 

The papers by Superintendent Mabbett, on Primary Instruction, and by Miss 
Ripley, Concerning Teaching, received less attention than they deserved, and 
no discussion whatever, because they preceded the main feature of the whole 
meeting — the i eport of the Committee on Supervision and Licensing of Teachers. 

Commissioner Riley read from a privately printed copy of the report, and 
presented the following recommendations signed by all the committee except 
one, and also by the conference committee appointed the week before by the 
University Convocation : 

" i. Unification. While seeking to carry out the spirit of the resolution 
directing them to report 'a plan of supervision and licensing teachers,' your 



TO THE PRESENT TIME. in 

committee recognize that the details of any plan must be perfected by the 
authority to whom the execution of the same is intrusted, and believing that 
effective supervision would be impossible under any system that could be de- 
vised, while the responsibility is divided between the ' Regents ' and the ' De- 
partment,' deem their unification essential to the proper execution of whatever 
scheme of supervision the Legislature may, in its wisdom, provide. 

" 2. Plan of Organization. To effect this unification with as little disturbance 
as possible of the existing organizations, let the present Board of Regents be 
invested with the powers now exercised by the ' Regents of the University of 
the State of New York ' and the ' Department of Public Instruction.' 

" 3. Superintendent. Let the Regents of Public Instruction appoint an ex- 
ecutive officer who shall be known as the Superintendent of Public Instruction, 
and who shall, under their direction, have general supervision over all public 
educational interests of the State, until his successor be appointed." 

Mr. De Graff presented a minority report, opposing unification because revo- 
lutionary legislation is dangerous, because the tendency of the times is toward 
single executive officers instead of boards, because the work of the two depart- 
ments is entirely distinct, because unification would be fatal to the normal 
schools, and because it is unwise to ignore. the growth of our present institutions. 

Superintendent Merrill opened the discussion, taking up a multitude of points 
on both sides, and showing that unification was essential to the economical and 
harmonious working of our school system. 

C. W. Bardeen, of the School Bulletin, spoke as follows : 

" 1. Shall the superintendent be elected every three years by the Legislature, 
as now. or shall he be appointed by a board of education ? 

" 2. If a permanent appointment is preferable, shall the Board of Regents be 
the basis of the board of education ?" 

He confined himself mainly to dissipating the popular prejudice against the 
Regents as a lot of old fogies, showing that the present ig men included some 
of the strongest men in the State, such as the editors of Harper s Weekly, the 
Rochester Democrat and Chronicle, the Northern Ckiistian Advocate, the New 
York Tribune, and the Albany Evening Journal. 

Commissioner King opposed the recommendations of the committee. He 
said our system had been attacked, until to-day it almost bleeds with human 
gore. " Show me an office that can be made free from politics and I will sub- 
mit. Better have a State Superintendent, with the Regents as an advisory 
board. Shall we show the people by our action here that we mistrust our public 
school system ? In the name of God, NO !" 

Mr. Ross. It is an old maxim handed down from one generation to another 
that two heads are better than one, if one is a sheep's head. [Laughter.] This 
change would be too radical. It is always well enough to let doing well enough 
alone. [Laughter.] Let the matter be done by the two heads or — the two 
bodies. [Mr. Ross said this with a sudden burst of eloquence, which carried the 
house completely.] 

Professor Post, of Ithaca. It is incumbent on those who propose this change 
to show the existing faults and in what respect the matter would be remedied. 
It seems to me that the present arrangement has many advantages. 

Mr. Barker. I congratulate myself on the change in opinion which we have 
undergone. [He alluded to two gentlemen whom he claimed advocated quite 
different views last year, and added :] I believe there is energy and life and 
power in the old system yet. 

Professor De Graff made an explanation. He advocated at Watkins a higher 
standard of qualification for school commissioners. 

Mr. Danforth. What is the conflict between these bodies? The Regents 
came in conflict with the department of public instruction only as relates to the 
distribution of money. Do we need a board of education ? If so, what board 
shall we unite upon ? 



ii2 TO THE PRESENT TIME. 

Dr. Mears. It is a great misunderstanding to suppose that the majority re- 
port aims at subverting or revolutionizing the department of public instruction 
or anything else. The question of unification is simply a question of the proper 
depository of appointing power to the office of superintendent. 

Commissioner Guinnip moved that the motion be laid upon the table. It was 
decided in the negative, and when the vote was challenged it was again so de- 
cided. It was finally postponed, and after a great deal of filibustering at this 
and subsequent sessions, the resolutions were finally referred back to the same 
committee, to report again next year. 

After Mr. Kennedy's remarks on Higher Education, some one moved that the 
question of Unification be brought up at nine o'clock Thursday morning. 

After some wrangling this motion was put and decided lost. 

Various motions were then made, one of which was that the session begin at 
8:30 Thursday morning, and Unification be made the topic. This was lost, 
amid some confusion. 

" It is better to let it die," said one. " Th3y don't mean to bring it to vote." 
said another. Had it not been for the beautiful music discoursed at this junct- 
ure by the choir, and the announcement of an ice cream festival to be held at 
once in the adjacent grove, it is impossible to conjecture the result. 

The president introduced Miss Mary B. Sheldon, of Wellesley College, Mass- 
achusetts, who, in a very pleasant manner, addressed the Association on The 
Public Schools — Their Duty to the Commonwealth. From her paper we quote 
the following abstracts : 

" A sphynx guards the road that leads us onward ; but one secret she can no 
longer keep, that the people rule the future. Every civilized country is or is 
becoming permeated with the republican spirit, if not governed by the Republi- 
can forms. Everywhere society feels the shock of an earthquake ; for the solid 
masses upon which she has ever tested heavily, are in motion ; political liberty 
attained, through well-nigh universal suffrage, social freedom is the cry. The 
battle-words of the French revolution are still in the air, with the emphasis loud 
on equality and fraternity. Germany fears social democracy, France, the com- 
munists, America, Kearney leaders. Dangerous foreign elements must rule, 
while much of our legislation is marked already by the ignorance and dishon- 
esty of the uncultured classes. Such are the facts ; in face of them, what is the 
primary thing which the State, as a State, asks of the schools which she sup- 
ports ? In face of them, what can we answer but the training of good citizens. 
And in the good citizen, four demands must be met, health, intelligence, mo- 
rality, self-support." 

Commissioner Riley, Chairman of Majority Committee on Unification, at this 
point moved that the resolutions on the question of Unification be now discussed. 
After a sharp and pointed debate the motion was lost. 

Professor Johonnot moved to lay the motion on the table. 

Three speakers were talking at once. 

The ayes and nays were called. It was moved to proceed to the regular 
order. Carried. 

Commissioner J. S. Wood, of Westchester County, was introduced, and read 
a paper on Graded Schools. He argued for precision and thoroughness in each 
particular study pursued, as far preferable to the prevalent and everlasting rush 
to get pupils from the lower grade to the higher before they are fully fitted for 
the advance, and claimed that gradation was a source of this wrong practice. 

Discussion was opened by Commissioner Charles E. Surdam, of Queens. He 
said : " I believe that our graded schools are doing noble work. We would not 
recommend the abolition of the graded schools." 

Principal Reinhart, of Westchester, said: '"God save the State when the 
young men become conservative. I am astounded at some of the statements of 
this paper. I assert that a portion of these things that he calls evils are good, 
and not evils. The literature of this country has a greater influence than the 



TO THE PRESENT TIME. 113 

schools themselves. Examinations are of prime importance. The paper claims 
the teachers show too much— exactly the opposite charge has been made in the 
Boston grammar schools. I believe in the Regents' examination." 

Dr. Steele, of Elmira, said : " I move that the first resolution of the majority 
report on Unification be taken from the table and adopted." 

Seconded by Dr. Hoose. 

The President decided it out of order. 

Dr. Steele appealed to the house. 

The chair was sustained. 

Professor Le Roy C. Couley, of Vassar College, read a paper on Physical 
Science in the Public Schools. His line of thought and argument was largely 
upon the basis of the old adage, " A sound mind in a sound body." The evils 
growing out of a stultification of the physical frame in o'der that the intellect 
might receive exclusive culture, were dwelt upon. The paper was elaborately 
prepared, and went into the real " science" of physics, as is indicated in its title. 

Discussion on the subject was opened by Principal Oliver R. Willis, of White 
Plains, after which the Association adjourned, to meet at 2 P.M., on board the 
steamers Keuka and Lulu, on Lake Keuka. 

Lake Keuka. 

This meeting on the " Lake of the Bended Elbows" was quite as agreeable as 
any held by the Association. We sailed along the vine-clad hills and pine-pro- 
ducing cliffs of "Italy" and "Jerusalem" — names suggestive of lands better 
known to the world, but not more beautiful. Rounding a bluff we caught a 
glimpse of Hammondsport, celebrated for wine cellars. Farther on we landed 
at Grove Spring, and were received at the Grove Spring House, kept by Messrs. 
Crane &. Dunn. 

The return trip was not less pleasurable. Hyatt's Band served to entertain 
the ear, while those who were not too intently held in conversation could truly 
enjoy a pure atmosphere and delightful scenery. 

At the final exercises, Professor Palmer, of Fredonia, spoke on Languages. 
He commended the natural method with modern language, not with the classics. 
Few learned more than one language. 

The report on Necrology was read by Professor Roundy. 

Professor Abbott spoke concerning Mr. Valentine, the founder of this Associ- 
ation. 

State Superintendent Gilmour said : " Our advance in education has in this 
State been very great. May all influences tend to still further advancement. 
He who loves children, flowers and music cannot be a bad man. Be like the 
teacher who asked the children on a cloudy day, ' Do you see any sunshine 
here ? ' and was answered, ' Yes, in your countenance.' " 

Hon. D. O. Bradley, of Westchester, said : "I see those before whom I 
trembled when a boy, and before whom I tremble now. I have but a layman's 
experience." He told a true story by which Penn Yan might be remembered, 
of a boy on the lake, who dipped his nose in the water and had it amputated by 
a trout. 

Hon. John Eaton, of Washington, said : " The teacher should be cherished 
by the community as this Association has been cherished by these citizens. 
Wellington wished his sons to exhibit something of himself. He pointed to the 
school. ' There ! ' he said, ' the battle of Waterloo was won.' " 

Of the ex-Presidents, Dr. Mears announced that the Presbyterians were build- 
ing a still larger church than this, and the village would invite us again as soon 
as the building was finished. 

. Mr. Farnham, who was greeted with loud applause, spoke of the importance 
of grounding teaching upon true principles, and asked the President to count 
the package of bills herewith handed over for his expenses. 



ii 4 TO THE PRESENT TIME. 

Dr. Steele told a little story about a plate-glass window through which a big 
dog jumped. The owner looked up. " Anyway," he said, " I've got the size 
of the dog." So, if you feel annoyed at seeing us get up at this late hour, at 
least you get the size of the ex-presidents. [Loud laughter.] 

Dr. Hoose told his little story. " On the boat this afternoon two young 
ladies were discussing ' the fellers ' aboard. One of them, a teacher from near 
here, dressed in tan-colored overdress, trimmed with sage-green, over sage- 
green underskirt, with sage-green sleeves, with a turban of sage-green silk and 
Breton lace, and tan-colored mitts [lauerhter], pointed to a scholarly-looking 
gentleman reclining in pensive attitude, and asked : ' Who is that feller ? ' 
' That is J. Dorman Steele.' [Shouts of laughter.] ' Is that J. Dorman Steele ? 
I wouldn't marry him for all he knows, and a trip to Europe besides.' " After 
which the Association went into convulsions. 

Dr. Clarke thought the experience was less as to the size of the ex-presidents 
as to their beauty. You people of Penn Yan don't know how much you owe to 
us of Canandaigua. We were asked to let this Association come to our place. 
We said " No." [Loud laughter.] If we had said yes, where would be your 
glory to-night ? 

Superintendent Sanford, introduced as a native of Penn Yan, indulged the 
audience with personal recollections of himself and friends. 

Mr. Barker found another proof of the virtue of Penn Yan people in the 

patience with which they listened to these ex-presidents. He said he would like 

to paint a picture of the unification of human life, and then nobody would crowd. 

Superintendent Smith said it was too late to talk and he would merely show 

himself. 

Mr. Danforth told of the clergyman who after forty-ninthly said : " And now 
what can I say more ?" and a little boy cried out, " Say amen." Like the Irish- 
man's turtle, dead but not sensible of it, this Association is done, but hasn't 
found it out yet. 

Regent Lewis's heart was too full for utterance. Never were labors so cheer- 
fully rendered as those of the local committee. He was sure the impress of this 
Association would be felt in all after time. God speed it. 

President Cleveland, of the Board of Education, and Rev. Mr. Farmer, pastor 
of the church, made brief remarks ; after which President Johonnot was intro- 
duced, Mr. Brower remarking that honors were easy. A happier audience never 
dispersed, than left the church at almost midnight. 

The Committee on Resolutions reported in favor of sustaining public higher 
education, that normal schools should admit only those who will graduate as 
valuable teachers, that more training help is needed either in teacheis' classes, 
institutes, or normal schools, that an educational qualification should be 
required of school commissioners, that the relation of education to crime is 
worthy of more attention, and that Penn Yan is thus far the tiump card. 

The Committee on Elections reported the following officers : President, James 
Johonnot ; Vice-Presidents, Charles O. Roundy, Mary A. Ripley, Albert B. 
Watkins, John E. Myer ; Corresponding Secretary, M. M. Merrill ; Record- 
ing Secretaries, Charies J. Chatfield, W. O. Campbell ; Treasurer, George L. 
Farnham. 

JAMES JOHONNOT. 



what is now Jefferson School, Syracuse. The city had then 11.000 inhabitants. 
In 1848 he graduated at the State Normal School, Albany, in the same class 
with Principal C. R. Abbott, of Brooklyn. In 1850 he became an agent for D, 
Appleton & Co., and in 1S53 he was elected by the State Teachers' Association 
State Agent, at a salary of $1000. In 1S61 he became Principal of the High 



TO THE PRESENT TIME. 115 

School at Joliet, 111., where he remained till 1S66. In 1872 he was elected Prin- 
cipal of the State Normal School at Warrensburg, Mo., where he remained 
three years. In 1S75-76 he was for one year Superintendent of Schools in De- 
posit, and afterward resided in Ithaca, till 18S0, when he removed to Princeton, 
N. J., and has since resided with his son-in-law, a professor in Princeton Col- 
lege. He is the author of " School- Houses, " and " Principles and Practice of 
Teaching," and joint author with Professor Kruesi of Kruesi's Drawing Books, 
and with others in the preparation of Appleton's Geographies. 

He attended the first institute in 1846, and from that time till 1861 attended 
every institute in Onondaga County — which, by the way, is the only county in 
the State in which an inslitute has been held every year since 1843. In 1850 Mr. 
Johonnot conducted his first institute, and has since then conducted more than 
three hundred. In 1881 he was appointed by the Superintendent of Public In- 
struction one of the four Institute Conductors of the State, at a salary of $2000 
and travelling expenses, which position he still holds. 

THE THIRTY-FIFTH ANNUAL MEETING 

was held at Canandaigua, July 20th, 21st and 22d, 1SS0. Captain John Raines 
welcomed the Association. He said : 

" What hospitality is in our homes, what pleasure in friendly intercourse, 
what recreation in the resorts of our village and lake, we will gladly share with 
you after the busy labors of each day are done. 

" The ancient village of Canandarque, with the traditions of the noblest tribe 
of the Six Nations wreathing her hills and waters with spells of enchantment ; 
the village of the " pale-faces," with floral offerings and music, with schools of 
learning upon which ambitious spires cast the shadowy benedictions of our faith 
in approval of their work and mission, bid you welcome. 

" With tradition's wild romance, and the breath of summer verdure, with 
pleasant expeditions by land and water, mingling with the pleasurable excite- 
ment of your hours of business ; with a resultant from your labors which shall 
give a greater force and vigor to the educational interests of all our people, we 
trust your present session will be memorable to each of you, and, associated 
with the name of our village, linger upon your memories like a strain of music 
sounding through the years of your future lives." 

Hon. Neil Gilmour, the State Superintendent of Public Instruction, briefly 
but feelingly and appropriately responded. 

President Johonnot then gave his address : 

" In answer to the question ' Does the Association pay ? ' in the language of 
Webster we can say, ' the past at least is secure.' Here are the four great 
measures, the independent State Department, the County Commissioners, Free 
Schools, and Seven Normal Schools, and they will remain, attesting perpetually 
the wisdom of the recommendations of the State Association. 

" We have no time to elaborate the history of the Association in other partic- 
ulars. We can only say, in passing, that it has always resisted the perversion 
of Public School funds to the support of private or sectarian schools ; it has 
opposed the division of the school moneys among the different sects ; it has 
upheld the appropriations for normal schools, when there was clamor to with- 
hold them ; it has steadily and successfully defended Public High Schools when 
attacked by pseudo-philosophers, and by parties personally interested in their 
destruction ; it has effectually rebuked misrepresentation, emanating from high 
official sources, as to the purposes of the schools and what is accomplished by 
them ; and it has persistently labored to secure higher qualifications upon the 
part of teachers. The official utterances of the Association, containing its 
' sober second thought,' have always been in favor of securing for every child in 
the State opportunity for getting the broadest, best and highest culture which he 
is capable of receiving. 



u6 TO THE PRESENT TIME. 

" Turning from the past to the present and future, from achievements secured 
to achievements desired, we find ' Hills peep o'er hills, and Alps on Alps arise.' 
Questions enough have already arisen to engage our present attention, and the 
future will develop its own problems more rapidly than they can be solved. The 
Association, hereafter, will be judged by the wisdom and fidelity displayed in 
the treatment of these subjects." 

The report of the Standing Committee on the Condition of Education was 
read by the chairman of that committee, Conductor Ruggles E. Post, of Ithaca. 
He specified some particulars in which he thought schools might be improved. 
These are in tne rural districts as follows, namely : (a) Lengthening the school 
year to forty weeks, (b) Providing better school accommodations. 

In regard to the schools in the cities and in the larger villages, he suggested : 
(a) That more ample school accommodations are required to meet the wants of 
the school population. (l>) That a larger number of teachers are required to do 
the work of instruction, especially in the lower grades. 

Commissioner Surdam said : 

" Your committee report that in rural districts but very little improvement has 
been made in the last 25 years, and it is too true. 

" Too many of our school commissioners practise law — grant licenses for 
political influence — and visit six schools in one day. 

" Too many trustees hire their relatives or friends, or attempt to ' run the 
school,' according to their own deformed ideas of propriety or economy. And 
too many of our teachers are mere ' time servers.' They put forth no effort to 
arouse an interest in the school, or to make their influence felt in the com- 
munity. 

" They attend institutes and associations to get rid of teaching, pay their asso- 
ciation fee grudgingly or not at all, take no educational paper, and have no 
heart in their work, but drag through the weary days." 

Commissioner W. W. Newman defended the country schools. 

" Three thousand years ago Saul and David were Hebrew farmers. Wash- 
ington, Lincoln and Garfield are samples of the same district school stock. 
Horatio Seymour was born and schooled on one of our Onondaga hills. Why 
is it that, in time of trouble, people generally choose such men as leaders ? Be- 
cause with all these faults, country schools and country life give to the great 
mass of youth the best physical, the best moral, and, in some respects, the best 
intellectual training in the world." 

Principal Kirk, of the Phelps Union and Classical School, continued the dis- 
cussion. He said, in substance, that the opposing views of the two members of 
the committee were due to each viewing the question from his one side exclu- 
sively, and there was truth in each view. The right way to have good schools 
is to have earnest and devoted teachers, and with this defect supplied, the ques- 
tion of method is not so vital. No system can alone make a perfect school. 

Principal Barker, of Buffalo, believed that rural schools make a fair showing 
in comparison with those of cities ; but it is not now practicable to have 40 
weeks' school in a year. He thanked both members of the committee for their 
valuable papers, but particularly his friend from Onondaga, Commissioner New- 
man, for his stanch defence of rural schools. 

Mr. Post said, in explanation, that he had not referred in his report to town 
schools — they were equal in merit to city schools ; but he still held that those in 
the rural districts were generally far behind city schools. 

Mr. Ross, of Waterloo, thought there was " too much machinery" about city 
schools — that there was too much ostentation, like that of a big first-class hotel. 
In the country they go in for education just as the countryman eats his dinner — 
it is all on the table at once — no waiting — and each helps himself to what he 
wants, instead of waiting half an hour for stylish courses and a dessert. 

Professor E. C. Cleaves, of Cornell University, read the report of the Com- 
mittee on Drawing in the Public Schools. 



TO THE PRESENT TIME. 117 

" Drawing like language should be regarded as a means of expressing thought. 
It would be considered the height of foolishness for a child to be taught to utter 
words and sentences without teaching him also their meaning, and the thoughts 
they were intended to convey. So in the study of drawing, the pupil who simply 
follows the copy without understanding the meaning of the lines, or the reason for 
their particular arrangement, but who reproduces the exercises simply because 
he is told to, is in a fair way to become a mere machine, and his work will 
prove of little value. Copying in a greater or less degree must of necessity 
enter into the earlier stages of this study. But the utmost care should be taken 
to see that the pupils understand their work, and that in connection with these 
exercises they are taught to think for themselves." 

Dr. Mayo, of Springfield, Mass., delivered an eloquent address on Country 
Schools and Country Life. We quote one allusion : 

" Webster (who was first taught in a ' little red district school house ') once 
uttered these words, in a speech : ' If I had as many boys as old King Priam, 
of Troy, I would send them all to the country dist/ict school ! ' William Cullen 
Bryant so much appreciated his early experience in such a school, that he 
caused the decayed school-house at Cummington, Mass., to be rebuilt at his 
own expense, and also restocked the village library. Almost every American 
citizen who has become great and has made his mark in public affairs has been 
proud to declare that he graduated from that people's college, the public school. 
That old school was pre-eminently one of character, where justice was adminis- 
tered without fear or favor. In every threatening national emergency, from 
that national university will pour forth throngs of liberty-loving sons to save the 
nation." 

A paper entitled The Physical Basis of Mind, written by Dr. Mary Putnam 
Jacobi, of New York, was read by Mrs. James Johonnot, of Ithaca. 

" The fundamental principles of education must necessarily be derived from 
knowledge of the fundamental conditions of thought. Education does not de- 
pend exclusively upon physiology.; mind cannot be described merely by a 
description of the physical conditions of its manifestations. But neither can it 
be understood when these are left out of account. The applications in detail of 
the facts just dwelt upon are innumerable, and time is not permitted me to 
dwell upon them. But two or three far-reaching principles can be retained. 
Thus, since thoughts and feelings are ultimately derived from sensory impres- 
sions, whatever will increase the variety and richness and accuracy of these im- 
pressions, will tend to increase the variety and richness of thoughts and feelings. 
Again, as the development of thought is inseparately associated with some proc- 
ess of infinitely intricate combination of nerve currents derived from impres- 
sions, so a fundamental effort of education must be directed toward effecting 
mental combinations. The combinations of material forms in the work of the 
kindergarten is an excellent preparation for the combinations of mathematics 
and of any study pursued, not for the sake of its contents, but for its drill. 
Nowadays the idea is apt to be neglected as something mechanical. It should, 
on the contrary, be more than ever cultivated when we find that the very genesis 
of thought is associated with the mechanical combination of elements, which are 
themselves not thought. And still further, since the completion of a nervous 
circuit implies, not only that an impression be transmitted to the brain and be 
transformed there by multiple circulation, but also continue into a motor im- 
pulse which emerges from the brain ; so the acquisition of impressions or knowl- 
edge must always be guided by an intention of practical action, by which the 
internal acquisition shall be made effective in the external world. It was on 
this principle that Rousseau taught his pupil geography, causing him to be lost 
in a wood, and only saved in time for dinner by consulting the position of the 
sun. It is a principle that runs through the acquisition of knowledge, from the 
first rudiments gained by the child, to vastest lore of the savant ; namely, that 
that is best grasped which is destined to be in some way used, if only as a step- 



nS TO THE PRESENT TIME. 

ping stone to further knowledge. What is in the mind only becomes firmly 
rooted there when it reaches to what is without. Man only becomes man when 
he has found and occupied his true place in nature. So true is this, that the 
habitual termination in the brain of impressions which should pass through it 
tends to deteriorate the mind by a species of shrinkage. In other words, habit- 
ual self-consciousness has, both mentally and morally, a debilitating effect. 
This is shown experimentally on a small scale by the simple phenomenon of 
blushing, when the blood-vessels of the face are temporarily debilitated to the 
point of paralysis, so that the blood over-distends them. On a larger scale, the 
debilitating influence of self-consciousness is manifested in the exaltation of feel- 
ing over action and volition ; the growing concentration of attention upon the 
narrow circle of personal events, to the exclusion of the boundless range of im- 
personal events." 

The President introduced Hon. J. H. Smart, State Superintendent of Public 
Instruction of Indiana, who made a brief and entertaining speech. He said, 
among other things, that he and Indiana feel a deep interest in and are under 
great obligations to New York, for the best teachers of Indiana come from New 
York, chiefly, and from Massachusetts and New Hampshire. He is also in- 
debted to the Empire State for an excellent wife, who is also an expert and 
admirable teacher. 

General John Eaton, of Washington, U. S. Commissioner of Public Instruc- 
tion, was next introduced, who said that New York was certainly the " Empire 
State" for educational organizations — the first one on the continent originating 
within her borders. He had just attended the National Educational Association 
at Chautauqua, and was glad to be there, and now feels much gratified to be 
here. You, as teachers, have large and even oppressive responsibilities, and 
often feel, no doubt, with all your diligence, that you are not accomplishing 
what you wish. There is a gratifying tendency in the noble profession for 
higher attainments and for a better comprehension of the laws and philosophy 
of mind ; and the able and profound essay (Mrs. Jacobi's), to which you have 
listened this morning, indicates an advance, and a great one, in metaphysical 
research. 

An essay, Home Study and Culture for Teachers, was read by Conductor 
Francis P. Lantry, of Manlius. 

" The proceedings of the average person who goes through the motions of 
teaching are commonly the resultants of one or more of the following motives : 
(i) The work of the teacher is supposed to be more honorable or more respect- 
able than that of the mechanic or laborer. (2) There is an assumption (gen- 
erally too true) that the money reward for teaching is obtained with less hard 
work than the same sum could be obtained, if it were earned by manual labor. 
(3) There is an earnest heartfelt determination to become the possessor of a 
gold watch and chain. (4) There is a soul-absorbing desire to get a better wed- 
ding outfit than that other girl. (5) There is a firm and heroic resolution to 
engage in a business that will enable one daily to dress better than the fellow 
who married that other girl. (6) There is a fixed and immovable determination 
to get a living easily. 

" Every year thousands of young persons, otherwise harmless — that is to say, 
not infected with a desire to teach school — are by the operation of these and 
similar motives rendered dangerous, that is to say, become possessed of a certifi- 
cate, and at the first opportunity they become destructive, that is to say, they 
' get a school.' " 

He advocated State examinations as a remedy, and concluded as follows : 

" If, instead of placing the whole mass of requirements before the teachers of 
the State, we could present successive parts of it, and could have one or two 
lower grades of State certificates to correspond with the mastery of these suc- 
cessive parts, then indeed we might expect to see a faithful student in every one 
of the 30,000 homes of the teachers of this State ; and we should in the immedi- 



TO THE PRESENT TIME. 119 

ate future see three other things for which we have all been laboring and hop- 
ing. 

"(1) All the teachers in the State would hold State licenses of some grade. 
(2) The qualifications of each grade of teachers would be uniform. And (3) the 
local supervising officers would be relieved of the heaviest load that now burdens 
them — personal responsibility in examining and licensing teachers." 

Dr. Clarke opened the discussion upon the points of this paper. He gallantly 
said he " felt like a complex organization"— having for two days been busy 
receiving the handsome ladies and fine-looking men — and those pictures linger- 
ing in his mind rather interfered with his ability to discuss this theme. He said 
he believed in a " self-taught and self-teaching school ;" where the teacher is in 
earnest the pupils will be in earnest. There is too much false dignity in teach- 
ing—a lack of sympathy and harmony— because the teacher holds himself too 
far above the learners. 

Professors T. B. Stowell and J. E. Oliver followed Dr. Clarke. The former 
urged the need of scholarship in these words : 

" Truth isolated is of little value. He has most power, discipline, culture, to 
whose mind a truth suggests the largest number of relations. To the teacher it 
is all important to be familiar with these broader generalizations ; this follows 
from at least two considerations : 

" (1) That these more comprehensive concepts may serve as means or as ends 
in the class-room ; and (2) that they may act as guides in more extended 
research, or aid as indices of method." 

Professor Oliver thus explained the brain growth involved : 

"• With children, the ascent from lower to higher topics and methods of 
thought must wait on the development of the half-formed brain ; but in the 
teacher's home-study the ascent may be made less gradual, for the brain is 
adult, the interest and mature will are enlisted, and the daily interruption of 
study by professional work secures time for further brain-growth and for uncon- 
scious selection and assimilation of the best things learned." 

Miss Jane Slocum read a paper on Our Social Economy. 

" Society is an organism. All philosophers of history have inteipreted the 
past by the light of this fact, whether they have believed mankind to be the 
blind instrument of fate or a creation of divine will, made in the image of 
God, and working — freely or necessarily — in harmony with Him. 

" We build our houses, furnish their interiors, eat, drink, and clothe our- 
selves, in strict conformity to the behests of an organization which accepts only 
implicit obedience from its feeble members. Education itself, which runs 
through all, and, in a measure, modifies all, is a system controlled largely by 
corporations, and tending gradually to unification. 

" Society is thought to be prosperous when ' demand ' is large, or in other 
words when many people manifest a desire for many things ; but the fact that 
both the ' supply ' and the ability to offer a return service, whether in kind or 
money, depends upon the power to create value is generally overlooked. Con- 
sequently, human powers are neglected. Children grow up ignorant. Instead 
of adding to the resources of the country they necessitate the expenditure of 
millions of dollars, and the life-long devotion of our noblest men and women. 
Meantime governments seek to enrich themselves by annexing lands and taking 
forcible possessions of their enemies' coins, under the shallowest pretexts, and 
without reference to the incalculable destruction which must result from every 
war. If a nation would be truly prosperous it must devote its energies to the 
development of manhood and womanhood. 

" Let our girls be once disabused of the idea that society is merely an artificial 
system of balls, operas and concerts, created solely for the entertainment of a 
favored portion of the race, born to pleasure, and let them be taught that it is, 
instead, a wonderful, complex organization, for the health and welfare of which 
they are to be largely responsible, and the first step toward a new era will have 



120 TO THE PRESENT TIME. 

been taken. But we must remember that teaching in this case means training, 
broad, thorough and persistent." 

The Curriculum of Study was the theme of an essay by Rev. S. R. Calthrop, 
of Syracuse. He said that man and nature are the true curriculum of study. 
He made, first, a strong plea for physical development and culture. He also 
wanted a practical school or department for young misses, in which the art of 
making good bread could be taught, and he wanted light gymnastics for stu- 
dents. 

" ' God pity schools if there is no religion in them.' Opportunity will come 
during your lessons to children, if you really desiie to bring God into their 
hearts. How are we to rearrange our curriculum ? These three things should 
be and are taught : Literature, art and science. Literature is reading ; art is 
writing ; and arithmetic is science. We should have a due proportion of each. 
A one-sided cuiriculum ' is a sin against the Holy Ghost.' Practical astronomy 
is God's great object lesson. A very young child can be taught about and inter- 
ested in the starry heavens. It is the easiest of all lessons — requiring mainly 
knowledge of position. Then there are the languages which are useful. In 
Latin you siudy both science and literature— for the uniformity in comprehend- 
ing and translating that language fixes it in the category of exact science." 

Mrs. Mary D. Hicks, of Boston, read the paper prepared by Mrs. Josephine 
Shaw Lowell, of New York City, on The Relations of Education and Crime. 

" With all our education and our public school system and our immense 
expenditures for the young, we find that year by year, in this country, insanity 
and pauperism and crime are increasing out of proportion to the increase of 
population, and it behooves us to ask not only whether our schools are doing all 
they should and could to prevent so fearful a state of things, but also whether 
there may not be some causes in the schools themselves which may help on 
these evils. We have accustomed ourselves to believe that what we have called 
an ' education ' was the safeguard against poverty and vice, but unfortunately 
our limited kind of education does not prove so— we must adopt the real educa- 
tion, physical, mental and moral, if we really desire to stem the current of in- 
sanity, pauperism and crime, which is attaining such alarming strength in our 
country. 

" Instead of spending the people's money upon higher education for a few, I 
believe it should be spent upon broader education for all, including in this 
broader education, as I have said, physical, mental and moral training. 

" This last, the most important, is also the most difficult and the most de- 
pendent on the individual teacher. Almost the whole duty of the teacher under 
this head seems to me to be comprised in giving to the pupils a right view of 
life, and by this phrase I mean a great deal. I mean that the children shall be 
taught what things are of real and lasting value, and worthy of a struggle with 
adverse circumstances, and what are unsatisfying and useless and not worth a 
second thought ; that they shall learn to set truth, moral and intellectual truth, 
above all things, and to know that to see truly is to see what God has made and 
intended us to see, and that self-interest and cowardice can never see truly." 

Mr. C. E. Bishop, of Jamestown, read a paper entitled, An Outside View of 
Education. He concluded thus : 

In a word, my plea is that educators turn missionaries at large, and carry 
into the country districts and primary schools the light of genuine education 
and the proclamation of emancipation from the chains of formalism. The lists 
of intellectual knight-errantry offer no grander call than this for a champion of 
the millions of uneducated children in America." 

Professor Crosby, of Canandaigua, on behalf of the citizens, extended an in- 
vitation to all the teachers present to take a free steamboat ride up Canandaigua 
Lake, at 9 o'clock Thursday morning. 

A few minutes' recess was here taken, after which Rev. E. P. Powell, of Clin- 
ton, said that he dissented from one of Mr. Bishop's points. There is a good 



TO THE PRESENT TIME. 121 

deal of complaint about the inefficiency of our common schools, but his individual 
experience was, that as a boy he had his best education in such a school, and 
his poorest in a university. He liked the kindergarten system ; and believed 
that a child should be brought in contact with nature as much as possible. 
' Mr. Norton, a teacher in the Elmira Reformatory, spoke briefly in reference 
to both industrial and literary effort there. The prisoners are far more easily 
controlled since the establishment of that school than ever before. He sees in 
the old-fashioned system of education something grand and noble yet. 

Dr. Murray, Secretary of the Board of Regents, Albany, read a very able 
paper entitled Examinations— Their Use and Abuse. 

" There are two uses for examinations which it will be well for us to distin- 
guish and to keep in mind. The first is their use as an educational appliance. 
The second is their use as a test of proficiency. The teacher has chiefly occa- 
sion to deal with them in their first capacity. For the purpose of finding out 
whether his class understand what they have learned, whether their conception 
of the subject is clear and adequate, and wherein their knowledge is defective, 
he catechises them. In other words, he examines them daily or weekly or 
monthly as occasion may require. He makes these examinations a process of 
instruction by using them to direct the thoughts of his scholars into the desired 
channel, and by bringing them to think definitely and clearly. Three advan- 
tages may be pointed out as possible to derive from the process. First, it encour- 
ages definite knowledge in distinction from loose, imperfect and desultory knowl- 
edge. Second, it serves as a wholesome stimulus to the pursuit of knowledge. 
Third, it guides the student to the essentials of a subject, and saves him from 
wasting time upon that which is unimportant." 

The report of the Standing Committee on Improved Methods of Education 
was read in two parts, the first part by the chairman of the Committee, Superin- 
tendent S. G. Love, of Jamestown, and the second part by Mr. C. W. Wasson, 
of Portville. The former inquired : 

" Are industrial schools practical? Can they be successfully engrafted upon 
our present public school system ? We are strong and firm in the belief that 
they can be ; and that there are good men who stand ready now to pledge their 
all upon success, with only a moderate investment for the trial. 

" That they will be, we hold in all modesty and deference, is only a question 
of time, and when that hour does come, the youth, however humble his station 
and scanty his mental endowments, will be the peer of the intellectual monarch 
of the land." 

Commissioner Wasson spoke of his own school work. 

" Our work is not confined to any particular material, class or trade, but so 
far as our resources permit, the work is general. 

" Only a part of the work is done under my own supervision, and that mostly 
out of school hours. 

" Much of the work is done by students at their own homes from tools and 
materials there accessible, but after patterns and designs previously determined 
upon. 

" Students have increased their facilities for work by adding a Holley saw, a 
foot lathe, and other tools, even to a fan-blower and iron-melting apparatus of 
their own construction. 

" Among the many benefits which, I have allowed myself to believe, are 
reached by the laboratory method of practical work, may be mentioned : 

" Plainly a better comprehension of the branches studied, with an increasing 
desire to study them more. 

" Habits of promptness, carefulness, faithfulness, economy, industry, are 
strengthened and fostered, if not in some cases created. 

" Helps develop power to judge, to think, to discriminate, rather than the 
ability to remember. 

" Improved ability to give ideas rather than words or figures from reading, 
with a tendency to make students rather than scholars." 



122 TO THE PRESENT TIME. 

Mr. Wasson's paper excited more interest than any other read during the ses- 
sion, and he was subjected to a fire of questions from all sides after the reading. 

Dr. Hoose, of Cortland, of the Committee on Supervision and Licensing of 
Teachers, read the report of that Committee. 

Mr. John Kennedy read a minority report. 

Resolutions Adopted. 

Resolved, That this Association recognizes the increasing demand for indus- 
trial education, and recommends that it be introduced into our schools as rapidly 
as circumstances will permit. 

Resolved, That a crying need of our country schools is for the patrons to orna- 
ment the school-room and enlarge and beautify the grounds— not through an in- 
crease of taxation, but by the co-operation of the people in an earnest effort to 
make a pleasant home for their children. 

Resolved, That no common school does its full duty which fails to give its 
pupils, as soon as their age will permit : 

(i) A sufficient knowledge of physiology and hygiene to guide them in the 
preservation of their health, so essential to their progress in their studies and 
success in after life ; and, 

(2) Such an acquaintance with the principal facts in the history and Constitu- 
tion of the United States as to make them intelligent citizens. 

Resolved, That, in the opinion of this Association, there should be a board 
of health in each town, consisting of physicians or other competent persons, 
whose duty it shall be, in conjunction with the school commissioner of the dis- 
trict, to examine each school building in the town, at least twice each year, and 
report in the local papers as to its seating capacity, air space per pupil, lighting, 
heating and other sanitary conditions ; and that for violation of the recommenda- 
tions of such board the authorities of any school district shall be amenable to 
law. 

Resolved, That this Association recommends the appointment of a Board of 
Examiners for each Commissioners' district, to consist of the School Commis- 
sioner and two teachers to be selected by him ; these teachers to hold diplomas 
from a college or normal school, or a State certificate. If such persons cannot 
be found in the district, the commissioner shall then constitute the board. 

Resolved, That in the opinion of this Association the benefits of common 
school libraries wouid be much enhanced if all the libraries in each town were 
consolidated into one centrally located library ; exclusive, however, of libraries 
containing 500 or more volumes, where a majority of the people of the district 
desire to have their library retained in a separate existence. 

Resolved, That this Association recommends the Department of Public Instruc- 
tion to issue a uniform series of questions, to be submitted twice each year to all 
who desire to obtain licenses, as teachers. 

Resolved, That no person shall be eligible to the office of School Commis- 
sioner, unless he holds a diploma from a college or normal school, or a State 
certificate, or has been a School Commissioner. 

Resolved, That a course of study for our common and graded schools should 
not be intended exclusively to fit pupils for the high schools, but should be so 
arranged in order to meet the wants of the mass of pupils that, at whatever age 
a pupil is forced to leave school, he may at that time have received the best pos- 
sible preparation for life and citizenship consistent with his stage of advance- 
ment. 

The inspectors of election announced the election of the- following as the 
officers for 18S1 : President, Professor Jerome Allen ; Vice-Presidents, John A. 
Nichols, Miss Emily A. Weaver, Miss Caroline A. Comstock, Charles Henry 
King, M.D. ; Corresponding Secretary, M. M. Merrell ; Recording Secretaries, 
William O. Campbell, H. C. Kirk ; Treasurer, George L. Farnham. 




JEROME ALLEN. 



TO THE PRESENT TIME. 123 

Lake Canandaigua. 

The excursion given by the citizens of Canandaigua was by no means the 
least interesting feature of the meeting. The natural scenery, beginning with 
Squaw Island and including Seneca Point, Bare Hill, and various other points 
and glens, was noted and discussed by the naturalists and artists of the party, 
while not a few " in lighter vein," doubtless feeling the need of relaxation from 
the close attention and mental strain of the Association work, indulged in that 
ancient pastime of Israelitish origin, known as " Thumbs up !" Woodville was 
reached and explored. Lunch followed, and the two steamers reached the dock 
of " The Sleeping Beauty" ' barely in time to allow some of the party to take 
their homeward trains. In the evening a sociable was held in the hotel parlors. 

JEROME ALLEN. 

Born at Westminster, West, Vt., July 17th, 1830. He prepared for college at 
Kimball Union Academy, N. H., and graduated from Amherst College in 1851, 
the youngest in his class. While in college he was especially distinguished for 
his knowledge of the natural sciences. He taught several district schools in his 
native State, and was, the first year after his graduation, Principal of the High 
School at Belchertown, Mass. In 1854 he was elected Professor in Alexander 
College, Dubuque, Iowa, where he remained until this school was merged into 
Lenox Collegiate Institute, Hopkinton, Delaware Co., Iowa. Here he remained 
eight years. He is the founder of this school, which is still flourishing. Alex- 
ander College was and Lenox Institute is still under the care of the Synod of 
the Presbyterian Church. He labored in Iowa fourteen years, and was the 
father of normal institutes of that State, also one of the charter members of the 
Iowa State Teachers' Association. For a time he was editor of the Iowa Jour- 
nal of Education. 

In 1S68 he removed to New York City, and for two years was an institute 
conductor under the appointment of Hon. A. B. Weaver. At the organization 
of the State Normal School at Geneseo, N. Y., he was elected Professor of 
Natural Sciences. Here he remained until the fall of 1SS1, when he was chosen 
President of the State Normal School at St. Cloud, Minn., where he now lives. 

In 1SS0, at Canandaigua, N. Y., he was unanimously elected President of the 
New York State Teachers' Association, also in the same year he was chosen 
President of the Normal Section of the National Association, and in 1882 Vice- 
President for the State of New York. For five years of the time of his residence 
at Geneseo, and in addition to his school work, he",was editor of Barnes's Educa- 
tional Monthly, A. S. Barnes & Co., publishers, N. Y. He is author of many 
educational articles, beside which he has written Methods for Teachers in Gram- 
mar, National System of Map Drawing, and Laboratory Practice in Chemistry. 

THE THIRTY-SIXTH ANNUAL MEETING 

was held at Congress Hall, Saratoga, July 5th, 6th and 7th, 18S1. Prayer was 
offered by the Rev. Mr. Hawley, of the First Presbyterian Church, of Saratoga. 

Superintendent L. S. Packard delivered an address of welcome, which was 
responded to by Hon. Neil Gilmour, State Superintendent of Public Instruction. 

President Allen's address, which followed, was a vigorous discussion of edu- 
cational topics of interest. His position on the questions of State education is 
shown in the following three propositions : 

" The following propositions are incontrovertible. They are not only logically 
true, but have been proven to be practically so in ten thousand communities. 

1 A name applied to Canandaigua village. 



124 TO THE PRESENT TIME. 

" i. The State is bound to protect its own life. Whatever is for its good it is 
obliged to do. 

" 2. Education is a safeguard against crime, the foundation of good order, the 
parent of business success, and the corner-stone of religion: It follows that 
education must be had, at all events, and at any cost, if crime is to be lessened, 
order promoted, business encouraged, and religion upheld. So vital an interest 
cannot be left to voluntary effort. It is not a luxury but a duty — a public duty 
— like the building of public bridges, court-houses, insane asylums and prisons. 
It follows, then, that : 

" 3. This duty devolves upon the State. The rich man is just as much bound 
to educate the poor man's children as to build bridges for him to walk over, or 
roads to travel in. If we had no community of interests — if we lived in old, 
feudal times, when to be ignorant was no injury, because all there was of ihe 
State was identical with the interests of one man, then it could not be demanded 
by the State that all children must be educated. But we are living in different 
times. The State exists. It must exist. It must be pure and honest. Pure 
and honest men, capable of affairs, must be found to manage its interests. Edu- 
cation alone can give us such men. We must have them. 

" If the influence of education is so far reaching and important, it follows, 
then, that teachers should be encouraged to prepare themselves for their work, 
and paid for what they do amounts somewhat commensurate with the impor- 
tance of their calling." 

The Hon. Neil Gilmour read the following letter from President Garfield, 
which was, on motion of A. M. Kellogg, ordered spread upon the minutes : 

" Executive Mansion, Washington, June 29, iSSr. 
" Dear Sir : I am ordered by the President to acknowledge the receipt of 
your favor of the 5th of April last, which has remained until this time without 
reply in the hope that the President might be able to accept the kind invitation 
to be present at the meeting of the New York State Teachers' Association to be 
held at Saratoga early in July. He now finds, however, that this will be impos- 
sible. 

" The President desires me to thank you for the evidence of personal regard 
which your letter contains, and to express his regret that he is unable to be 
present on the interesting occasion referred to. 

" Very respectfully, 

" O. L. Pruden, Secretary." 
" Mr. Neil Gilmour, 

" Superintendent of Public Instruction, Albany, N. Y." 

On motion of Edward Danforth it was 

Resolved, That a committee which shall include the Hon. Neil Gilmour and 
the President of this Association be appointed to draft a resolution to be trans- 
mitted by telegraph to President Garfield, expressing our sympathy with him. 
Carried by unanimous rising vote. 

The following telegram was accordingly sent : 

" The Teachers' Association of the State of New York, now holding its annual 
session at Saratoga, are profoundly concerned in the precarious condition of the 
President, and the Association are deeply solicitous for his entire recovery. 
" Our heartfelt sympathies are extended to the President and his family." 
Signed " Hon. Neil Gilmour, 

" Jerome Allen, President N. Y. S. T. A., 
" Hon. Edward Danforth." 

The report of the Committee on the Condition of Education was then read by 
he chairman, of which the following is the conclusion : 
" While we have endeavored to point out some evils of our system which need 



TO THE PRESENT TIME. 125 

correcting, it would be unjust not to note with pleasure some most excellent in- 
dications of progress. There is : 1. An increased average attendance at the 
schools. 2. In every county of the State new school houses have been built, 
and old ones repaired, and in many cases modern improved furniture intro- 
duced. 3. There is an increased demand in some districts for trained teachers. 
4. Experienced teachers are waking up to the value of improved methods of in- 
struction, as indicated by a greater attendance and interest at institutes. 5. New 
county teachers' associations are being organized, and old ones reorganized, 
and revivified. 

" The outlook is encouraging. Let us rejoice at the good work already done, 
and being done, and use all diligence to improve at every possible point. 
" All of which is respectfully submitted, 

" H. R. Sanford, } n . . „ 
"N. T. Clarke, \ Committee. 

The discussion of this paper was opened by Thomas B. Lovell, of Attica, who 
said : 

" The subjects presented in this paper are worthy of careful thought. 

" While our city schools and high schools in villages have made progress, it 
is a lamentable fact that our rural schools, with here and there an exception, 
have not kept pace with the march of educational progress. 

" How, then, can public opinion in the districts of the State be elevated on 
this subject? This question has not yet been satisfactorily answered. The 
school commissioner can do but little, and a teacher cannot do much more unless 
he receives encouragement, and can remain several terms in the same place. 
Frequent change of teachers is detrimental to any school. The change of disci- 
pline, studies, methods, produced by employing new teachers each term is 
strongly to be condemned. 

" Many of the teachers in the rural schools do not have access to libraries 
from which they may obtain books to enlarge their spheres of usefulness, and 
their salary is too small for them to purchase. 

" If a series of examinations somewhat similar to the Regents' Preliminary 
Examination, but much simpler and adapted to the rural schools, could in the 
future be devised by the proper authority, it would do much to make the work 
better, and raise public sentiment." 

William Ross, of Seneca, said : 

" We hear a great deal about the Township System in this Association. I'd 
like to know what State that has the Township System leads New York State. 
Where is the State that leads the Empire State? Not a State in the Union. 
New York leads the Union. We've got the best schools, not only in the world, 
but in the United States. [Great applause.] Three trustees might make it 
more interesting. Now after school-meeting you can see the roads and fields 
full of teachers going to see the new trustee." [Applause.] 

Commissioner Downer, of Madison County, said : 

" The speaker in mentioning our excellent schools must have had in view the 
city and graded schools of our villages, which are based practicallv upon the 
' Township System,' having Boards of Education with their powers and privi- 
leges. The Township System is but an adaptation of the city system of graded 
schools, to the schools of the rural districts so far as possible, by combining the 
schools of a township under one head. 

" The ' Township System ' might be a failure in Pennsylvania and yet be 
eminently successful in New York, for we are a different people." 

Professor H. P. Smith, of Brooklyn, rendered a report on the Drawing Ex- 
hibit. After excellent music by Professor Bernstein's Congress Hall Orchestra, 
Hon. B. G. Northrup gave an excellent address on the subject of Reading. 

Professor Northrup said that reading is the most important topic taught, and 
as such justly demands a fair share of the attention of teachers. Pupils should 



126 TO THE PRESENT TIME. 

be taught to appreciate the best reading, and that power cannot be acquired too 
young. Franklin's great literary ability he attributed largely to the influence of 
a single book read when young. Memorizing cannot injure the young, i.e., 
when the memory is directed to the acquisition of pure English of good import. 
The speaker denounced the trashy literature sold on the cars and in the shops, 
so demoralizing in its influence upon the young. He related his own experience 
in interesting railway presidents in prohibiting the sale ot such matter in depots 
and on trains. He also gave a laughable account of offering a $5 dollar prize to 
one of a number of college girl graduates if she would refrain from saying 
"splendid" coming up the Hudson — and she lost. The lecture was highly 
enjoyable and well received. 

The President then introduced Mrs. Anna Randall Diehl, who recited 
Tom's Little Star and Aunty Doleful's Visit. 

Principal Palmer, of Fredonia, read the report of the Committee on Improved 
Methods of Education. 

" Accepting what psychology teaches in regard to the mind, and what physi- 
ology teaches with regard to the body, education has for its object to secure the 
growth, strength and skill of the human powers, faculties and organs, that their 
maximum capacity may be developed, and that they may act in harmony and 
with wise purpose. At one period of life, strength and skill must be subordi- 
nated to growth ; at another period the more important care is to establish 
strength of character and firmness and solidity of body ; and at still another 
period the hands must be trained to skilful work and the mind to subtle thought. 
The same culture does not secure equally these three objects. And there are 
three sources from which principles may by induction be derived. 

" The first source to be considered is the history of the growth of intelligence 
in the race. It is found by comparison that the individual mind passes through 
the same stages of development as mark the progress of the race in civilization 
and intelligence. As these stages of advancement are more distinctly marked 
and seen on a larger scale, in the case of history at large, than in case of an in- 
dividual, it is easier to trace them and assign the advancement to its true cause. 

" The second source to be considered is the steps taken by a child in gaining 
an apprehension of truth. The processes of thought in a mind accustomed to 
think are so rapid and complex that it is difficult or perhaps impossible to make 
a complete analysis of them. Every thought has its antecedent and sequence, 
and every conclusion its basis in some form of reason, but the mind passes 
through the chain of habitual reasoning so rapidly, as practised fingers play over 
the keys of a musical instrument, that the several steps leave no distinct impres- 
sion on the consciousness. In childhood the steps are made one by one, and 
slowly. To child-growth we must look for the laws that govern maturer develop- 
ment, when the laws are obeyed, though not easily traceable. 

" The third source from which we are to draw our laws and principles is the 
analogy between the action of physical, especially of organic laws, and of the 
mind. These analogies are numerous and close. Reference to one of these 
analogies will, I think, be enough to show their importance. It is a law of 
physical force, that, other things being equal, a body will move in the direction 
of least resistance." 

The discussion of the report was opened by Commissioner A. B. Watkins, 
who said : 

" That the subject of methods was one which needed to be simplified and 
made plain and practical for all grades of teachers The paper by Dr. Palmer 
he considered strong, logical and correct in its views and positions, but, like 
previous reports of the Committee on Improved Methods, too scientific to be 
adapted to a popular assembly. He suggested that the wants of most teachers 
demand a clear and practical statement : 

" 1. Of results to be aimed at in education. 

"2. Of means at hand to be used. 



TO THE PRESENT TIME. 127 

"3. Of methods to be employed and their application to the branches to be 
taught, and that the teachers of the Association would be benefited in a far 
greater degree by a v more extended exemplification of the specific application of 
methods." 

Principal H. C. Kirk spoke of the value of opposition : 

" It is impossible to frame rules to meet all cases in education. Dean Swift 
wrote out a formula for his servant always to follow. One day the dean was 
thrown by his horse into a ditch, but his servant refused to help him out because 
it was ' not in the book.' The report while perhaps too scientific for immediate 
application would, if carried out, reach doubtless such conclusions as the follow- 
ing : 

" There is room for advance both generally and specially. 

"Generally. Educational leagues might be established in every school district 
which should enroll and determine the educational status, should regularly and 
systematically visit the public school, and should establish night schools for the 
instruction of those who might attend. 

''Specially. Common-sense teaching would be adopted, making results a test 
of work done, and more thoroughly supervision — " [At that point the gavel 
of the President shut off the speaker.] 

Principal L. N. Beebe pleaded that the pupils should be shown at least gleams 
of the results to be attained by their work ; that one of these results should be 
ability to do practical work. In attaining this result, the process should awaken 
thoughtfulness in the pupil. The great majority of our pupils must live by the 
" sweat of their brow," hence our pupils should not be constantly reminded that 
they may become Presidents of the United States. 

Dr. Hoose was glad educators are reaching uniformity as to a terminology. 
He said : 

" I like the German notion of education. That any body, power, or thing is 
educated when it can go itself. Habit determines power. Education is a habit 
of the mind." 

Mr. Barker. While not essential that all take the same road to heaven, it is 
essential that all should get there. 

Mr. Ross. Every good teacher's got to work out his own salvation. 
Principal Clapp told the story of Mr. and Mrs. Max, to show that many 
teachers work after new methods because they are new. 

Commissioner Griffith said that he asked of his teachers not methods but 
results, but he told them that to get results they must work in accordance with 
established principles. 

We young teachers can afford to profit by the experience of others as embod- 
ied in principles laid down in standard works on teaching. 

Superintendent C. T. Barnes, of Little Falls, read a paper entitled Institutes 
and Institute Instruction. 

" Institutes were originally a kind of debating societies, where ambitious 
teachers could air their rhetoric, and convince all but themselves that they 
really knew very little about teaching. As a teacher, I attended four of them, 
where general discussion was the order, and am thoroughly convinced that one 
week of instruction by a trained worker like Cruttenden, was worth more than 
the entire four to me. General discussion is very apt to become general wrangle 
over disputed points, and each man retires from the contest, satisfied that he 
only is right. The work of an institute should not be done by the teachers, but 
it should bring to them the most valuable methods, the soundest philosophy of 
education, and the ripest experience of the best educators. At the first session 
on Monday morning, the teachers should be in their places, ready for good, 
earnest work, and the commissioners should hold each teacher responsible for 
regular attendance. More than this, prompt and regular attendance should be 
exacted as a condition of obtaining certificates. 

" In looking over reports from all sections of the United States and our own 



128 TO THE PRESENT TIME. 

State, I find striking differences f.s to the woik proper to be done at the insti- 
tute. Many contend that a regular system of class instruction should be fol- 
lowed out, requiring daily study on the part of the teachers. Others insist that 
the philosophy of education only should be discussed. I am led to believe that 
neither is right, that a judicious blending of the two would prove more profit- 
able." 

The discussion of this paper was opened by Conductor John Kennedy, who 
said • 

" The paper of Superintendent Barnes is exhaustive and sound. It leaves 
nothing to be disputed. There are some points, however, that might be further 
elaborated, and one point that may possibly be misapprehended. He says that 
the ideal of institute instruction is a harmonious combination of the philosophy 
of teaching with class-work. Now class-work may be construed to mean either 
the deliberate attempt to teach subject-matter, or it may mean a model exercise 
illustrating a method in teaching. The general tenor of the paper would imply 
that the latter sense was intended. The attempt to teach subject matter in an 
institute would b_- a blunder. The success of institutes is universally acknowl- 
edged. This success is due to a recognition of their limitations and their possi- 
bilities." 

Commissioner Riley. I dissent from the assumption that the present insti- 
tute system is a necessity. I do not consider it, as it is so often claimed to be, 
the only instruction of thousands of teachers. Institutes were established as an 
expedient, before normal schools were formed. . They did good work in their 
day ; they do some good now. But teachers attend them for a week and think 
they have got professional instruction enough. I would suggest that normal 
schools establish a one term's course of study. 

Commissioner Baker. My experience leads me to believe that the institute is 
not accomplishing what it should, because it lacks power and strength through 
law. Nothing short of power and authority can ovetcome fhe indifference of 
trustees, people and teachers. Let the subject-matter to be discussed at insti- 
tutes be printed in advance, and placed before the teachers. 

Mr. Ross. I am utterly opposed to compulsory attendance at institutes. I 
object to instructors going about telling other folks how to teach without any 
experience themselves. 

If the audience would only keep still and behave themselves, we could hear 
well enough. 

Superintendent Sanford. Let you and I try. 

On invitation of the President of the Association, Dr. Laws, President of the 
State University of Missouri, spoke at some length. 

Wednesday Afternoon. 

Conductor R. E. Post, of Ithaca, presented the reports of the Committee on 
The Advancement of Education. The Committee was continued for another 
year with Professor Jerome Allen as chairman. 

Samuel Thurber, of Boston, read a paper on Recent Criticism in our Public 
Schools. This was in substance a reply to Richard Grant White, though pre- 
sented with the writer's characteristic independence and vigor ; with the excep- 
tion of his advocacy of the rate bill, his paper was well received. The topic 
referred to was thus presented : 

" I know perfectly well by what a current of present tendency this suggestion 
of mine will be overwhelmed. There has always been exultation over the aboli- 
tion of the rate bills, and the ' leading educators ' have been wont to air their 
oratory over the freedom of the schools. It is an old habit to think of education 
as being without cost. I doubt if, in a convention of educators, it be possible 
that absolutely free education be defended without declamation ; and in a con- 
vention of any other kind of persons, politicians excepted, I doubt if the general 



TO THE PRESENT TIME. 129 

voice would defend it at all. Those teachers who urge still further freedom of 
education, namely, the gratuitous supplying of text-books to pupils, are logical, 
but very unwise. In saying that they are inviting certain and extreme reaction, 
I think I am founding my assertion on a correct forecast of social develop- 
ment. 

" Over the high school part of our system some of the critics are especially 
unhappy. And here again I must grant them a large measure of reason. Of 
those who would abolish or mutilate the high schools, I say nothing here, as 
their purpose is too merely destructive to be reasoned with. We high school 
teachers cannot, at the same time, re?son with critics and ward off destroyers. 
At the present moment we are dealing with critics. Some of these think they 
perceive a basis of social classification in our people, which should also become 
a principle of classification of education ; and they affirm that the high schools 
should be shorn of certain features that belong properly to upper class education, 
so as to leave them with humbler aims, as is fitting for schools destined for the 
lower classes. As I cannot see how a social classification is possible, and have 
never learned what criteria of division are to be adopted, I am too much in the 
dark concerning the purpose ot these criticisms to announce any opinion as to 
the likelihood of its realization. 

" Of course the end and aim of all public schools is good citizenship ; and the 
end and aim of the high school is still good citizenship. Here is a principle, if 
it might only be accepted. No ignorant citizenship is likely to be good, or even 
contented. The lower schools cannot communicate the touch of intelligent 
public spirit which makes the citizen of our Republic good. The secondary 
schools and the colleges are really the hope of the nation. Here these schools 
are, all about us, ready at hand, but sadly wandering from their destiny. Can- 
not we mid the critics impress public opinion so that it shall gradually become 
possible to bring them into relation with the purpose whose fulfilment alone will 
raise them above criticism ?" 

Conductor John Kennedy opened the discussion with a compliment to the 
writer. He further said : 

" It is pretty difficult to criticise the American School System, for when you 
think you have found it you have not found it. 

" No individual experience will encompass our system, so diversified is it. 
As compared with the schools of other countries only, can we be said to have a 
system at all." 

Conductor Lantry said : 

" A good many have met the accusation of the critics, not by defending the 
real merits and good work of the public schools, but by crying peccavitmis. 

" Admitting, as perhaps the author of the paper too fully does admit, the 
limitations, mistakes, and failings of the system, we are convinced that the form 
of remedy suggested in the paper will not meet the case. The author divides 
the public schools into two classes, the high schools and the common schools, 
proves already that a lack of public interest is a leading cause of existing 
defects, intimates that the lack of popular interest is traceable to the fact that 
the State furnishes tuition free of cost, and suggests that the evil may be reme- 
died by charging nearly full tuition for the higher schools (giving just enough 
State aid to justify public supervision) and somewhat less, but still some, tuition 
for the common schools. 

" Now, so far as the high schools are concerned, this is practically the con- 
dition of things now prevailing. The high schools are local and largely sup- 
ported at local cost, the State giving just enough aid to justify public super- 
vision. That these schools are, in a just sense, local, is evident ; for in localities 
supporting such schools the public money is certainly not in excess of what is 
sufficient to maintain the common schools. The taxation in excess of what is 
needed for the support of the common schools is, in the strictest sense of the 
term, local taxation for the support of the high schools. The single difference 

9 



i 3 o TO THE PRESENT TIME. 

between the fact and the recommendation of the paper is, that the locality and 
not the individual pays tuition. Certainly the State does not pay it. 

" But with regard to the common schools, we take issue with the suggested 
change. For many years the public schools of New York were hampered by 
the chains of just such a system as that proposed in the paper. Their possible 
efficiency was impaired and their usefulness limited. The miserable rate-bill 
system rested upon them like an incubus. The load has not been so long 
lemoved that we have forgotten its crushing weight. The young giant, free 
education, is just beginning to show the possibilities of his mighty strength. He 
still moves awkwardly and does portions of his work very impeifectly, for he 
has not been free long enough to have obtained full command of his powers ; 
but he is learning rapidly and is beginning to labor grandly, and it will take 
something more than the imperfections for which he has been shown responsi- 
ble, to make us willing to hamper him again with the chains of a rate-bill, or to 
have our common schools anything but free schools." 

Superintendent Sanford was sorry the paper had been read, for it simply 
amounted to this : Massachusetts has come to New York to criticise our school 
system. 

Professor H. P. Emerson, of Buffalo, read an address entitled Latin in High 
Schools. 

" To make Latin a living study, bearing directly upon the busy life of to-day, 
we must make it : 

" i. A means of increasing the pupil's English vocabulary. 
" 2. A means of acquiring fluency in speaking and writing English. 
" 3. A means of giving an insight into English words. 
" 4. A means of conveying historical knowledge. 
" 5. A means of teaching ancient geography. 

" Finally, while keeping in mind what was said in the beginning, that a 
teacher should be modest in estimating his own share in the pupil's upbuilding, 
and while intending, neither here nor elsewhere in this talk, any odious com- 
parison between Latin and any other study, I must bear testimony to the fact, 
confirmed by my own experience as a teacher, that young people do grow and 
expand and broaden under the influence of this study. When they have mas- 
tered the elementary principles and begin to find real enjoyment in the work, 
they feel an inspiration toward a higher culture. They put away childish things, 
and become aware of an illimitable world of thought and investigation, an 
aristocracy of intellect and taste, and they desire to share in it. Many a boy 
who has begun Latin with only a listless preference for it has had his interest 
awakened and his love of study quickened so that the impetus has influenced his 
whole life.'' 

Mr. Cleveland, President of the Dixon Pencil Company, made an announce- 
ment with regard to the excursion to Fort " Ti" and over Lake George, which 
he announced was to be made on Friday, the 8th inst. His remarks were 
received with applause, which showed the appreciation of the teachers. 

Mr. Jelliffe, of New York, read a very humorous selection which caused great 
merriment among those of the audience who had been sea sick. 

Dr. Marshall, of New York, read an address entitled Genealogy of the Mod- 
ern Lecture and its Place in Educational Agencies. 

Dr. Clarke. Mr. President, it was my fortune to listen to the recitation of 
the boy Marshall, and it has been my privilege to listen to the Rev. Dr. Mar- 
shall in his interesting and instructive lecture this evening, and I think it ex- 
presses the sentiment of this audience when I move you a vote of thanks be ten- 
dered to Dr. Marshall. 

The vote was heartily given by the audience. 
Miss Hulda Baker read a selection. 

Principal C. J. Buell, of Boonville, read a report of Committee on Nearsight- 
edness in School. 



TO THE PRESENT TIME. 131 

" From the vast array of facts collected, covering more than 26,000 cases, the 
following conclusions force themselves upon us in a manner truly irresistible : 

" 1. That among young persons who have never attended school, and among 
children when they first enter our institutions of learning, the percentage of 
near sight is very small indeed, it being often impossible to find a single case. , 

" 2. That very soon after entering school, some children begin to show symp- 
toms of the disease. 

" 3. That the number of children afflicted, and the degree or intensity of the 
disease gradually but surely increase through the entire school life, from year to 
year, until, when the colleges and universities are reached, in many cases more 
than half the students are near-sighted." 

Superintendent David Beattie asked the following questions : 

" 1. Has any focal distance been settled upon ? 

" 2. Did your Committee have any data in regard to blackboard mode except 
that furnished by the Rockford School ?" 

Answers given by Principal Buell : 

" 1. Ability to read readily \ inch type at 20 feet may be regarded as average 
focal test. 

" 2. We had other data, but took that as the best instance." 

Superintendent Barnes. I believe that inattention to color has much to do 
with this question. 

Miss Breman, of Cleveland, Ohio, said : 

" While I do not agree with the writer, I admire the earnestness with which 
the report was delivered. 

" I regard the chief cause of near sightedness to be the injudicious use of 
lamps and gas." 

Mr. Beebe regarded tinted paper as preferable to white. 

Mr. Barker quoted Dr. Clarke's statement that it was wrong to charge all the 
sins of the people on the schools. 

Mr. Ross thought it would be a good thing if we had blackboards so far as 
sight is concerned. 

Mr. Clarke thought the intensity of gas and kerosene lights had much to do 
with this. 

Superintendent Beattie moved that the Committee on Near-sightedness in 
School should be continued. Carried. 

C. W. Bardeen, Editor Bulletin, delivered an address on Educational Jour- 
nalism. 

" Something is due to commissioners, something to institute instructors, 
something to the advice and example of prominent teachers, and on the whole 
our young teachers show considerable desire to learn how to teach better. Not 
unfrequently I have witnessed sacrifices that were pathetic, to secure a book or 
a paper that was likely to be helpful. And when teachers are hired and paid, 
not according to their impudence, or their cheap rates, or their relation to the 
trustee, but according to their qualifications, trust me there will be no complaint 
that worthy books and periodicals lack support. 

" Governor Cornell has been criticised because he vetoed the Pension Bill. 
I am glad he vetoed it. Good teachers do not want a pension system. The 
business is attractive enough now to call in a horde of people too lazy to do 
anything which is generally understood to require skill and brains and industry. 
A general increase of salaries or the addition of special privileges would only 
increase the pressure brought to bear upon incompetent trustees to admit out- 
siders who are wholly incapable. 

" What we teachers want, all we ask, is DISCRIMINATION. Assure us 
that only those properly qualified shall teach at all, and that the pay of those 
who teach shall depend upon the degree of our qualification, and we shall leave 
no stone unturned to raise our qualification, as high as possible. In that good 
time coming no pensions will be needed either by teachers or by educational 
journalists." 



132 TO THE PRESENT TIME. 

Principal H. K. Clapp moved that the Association tender Governor Cornell a 
vote of thanks for vetoing the Teachers' Pension Bill. 

Laid upon the table. 

A. M. Kellogg, Editor School Journal, opened the discussion on Educational 
Journalism. 

Commissioner Surdam, of Queen's County, continued the discussion. Every 
paper ought to be an educationa 1 journal. 

Superintendent Myer, of Plattsburg, offered the following resolution : 

Whereas, The professional instruction provided in the Normal Schools has 
failed in a notable degree to practically reach the teachers of the rural schools ; 
and, 

Whereas, The present provision furnished by the State in Teachers' Classes 
and Institutes can give but fragmentary instruction in this line. Therefore, 

Resolved, That in the opinion of this Association a one year's course of pro- 
fessional instruction should be provided by the State (in place of the present 
one-term Teachers' Classes) in High Schools and Academies, remote from Nor- 
mal Schools, subject in selection of instructors, course of study, uniform exami- 
nations and diplomas or certificates to Slate authority. Adopted. 

Principal Bradley read a paper on General Information. 

" Men of high intellectual endowment are often found ignorant of what should 
be accounted familiar facts, and few, if any, will deny that they are frequently 
vexed and humiliated at their lack of information on important subjects. But 
when we turn from the men and women of our acquaintance or observation to 
examine into the stock of knowledge acquired by the pupils in our schools or 
those who have recently left them, the result is far more disappointing. Too 
often the youth of fifteen or sixteen is unable readily to apply the rules and prin- 
ciples which he has learned, and proves astonishingly ignorant of familiar facts. 
. " It is this lack of every-day knowledge which has given point and force to 
most of the recent unjust criticisms on our public schools. They have been 
arraigned not so much for failure in their appointed work, as for the neglect of 
other important subjects not included in the prescribed courses of study. At- 
tacks which have been aimed at the work done or even attempted as well as 
those directed against the integrity and breadth of the system have proved harm- 
less and only recoiled upon the unpopular and unfortunate assailant. The peo- 
ple will continue to laugh at the man who attempts to prove that the public 
schools have been a curse to New England, and will quietly retire from office 
the Governor or Mayor or Board of Education who propose to decapitate the 
system ; but they are not so sure to be uninfluenced by him who brings into 
comparison the inability of the pupils to answer easy questions and the vast 
sums expended for their instruction. 

" In either light, then, whether we consider the needs of our pupils or the 
stability and popularity of the system of education, the importance of giving all 
possible information is apparent." 

Miss M. S. Cooper read a very interesting paper on The Best Methods of 
Teaching Language in our Public Schools. 

Mrs. Harriet Webb, of New York City, read How He Saved St. Michaels, 
and in answer to an enthusiastic encore, read The Sale of a Bachelor. 

Principal Roundy read report of Committee on Necrology. 

Mrs. Anna Randall-Diehl recited A Royal Princess and The Bugle Song. 

Principal Wasson made remarks in regard to industrial education in the public 
schools and the exhibit made by the pupils. 

Principal Love, of Jamestown, spoke upon the same subject, and described the 
successful working of the system during the past year in his own school. 

Among the resolutions adopted were the following : 

Resolved, That at the earliest possible day the State Normal Schools should be 
entirely devoted to the instruction and training of teachers in the theory and 
practice of their work, and should require candidates for admission to be thor- 



TO THE PRESENT TIME. 133 

oughly prepared in all the common school branches before entering said Normal 
Schools. 

Resolved, That in the opinion of this Association the Legislature should make 
it illegal to admit any person as a State pupil into any Normal School of the 
State, or to license any new applicant to teach in the common schools, who does 
not hold a Regents' preliminary academic certificate. 

Resolved, That State taxation for school purposes should be restored to the 
former fixed rate of one and one fourth mills. 

Resolved, That a law should at once be enacted permitting localities to adopt 
the township system. 

Resolved, That all the State school money distributed to the counties, save 
that specially apportioned by the State Superintendent, should by the school 
commissioners be apportioned to the several school districts solely on the basis 
of aggregate attendance. 

Resolved, That the compulsory attendance law should be thoroughly revised, 
to the end that it may be made practical and efficient. 

Resolved, That the good of the rural schools demands closer supervision, and 
that to this end commissioner districts ought to be made smaller, that commis- 
sioners ought to be more liberally paid, and that their powers should be 
enlarged. 

Resolved, That intelligent teaching requires large and increasing sources of 
information, and that the use of the library fund should be absolutely restricted 
to the purchase of needed books. 

Resolved, That we whose efforts are devoted to the business of training Ameri- 
can youth to the duties of good citizenship, view with horror the attempt recently 
made to strike down the Chief Magistrate of the Nation and the representative 
American citizen, and that our hearts are united in earnest prayer for the full 
and speedy recovery of the teacher, soldier, statesman, whose career so fully 
vindicates American institutions and affords so illustrious an example of the 
possibilities of American citizenship. 

Mrs. Mary D. Hicks J 

E. M. Abei.l, > Committee. 

A. M. Brown, ) 

Francis P. Lantry, Chairman. 

The excursion as previously announced came off on the 8th inst., and was 
decided to be an immense success by the teachers who participated. While en 
route to Lake George occurred 

THE CAPTURE OF TICONDEROGA. 1 
July 8, 1881. 

Scaling a fortress where brave men have bled 

When the heavens as brightly were beaming, 
O'er soil made heroic by deeds of the dead 

With whose memory thought are now teeming ; 

This hot July day — not like that when the snow 

Showed the tracks of John Stark 2 and his rangers, 
As they charged on the French, getting back blow for blow, 

Daring death and captivity's dangers ; 

And the scene — quite unlike when the Iroquois 3 tore 

The scalps from the panic-struck foemen. 
The snow-whitened turf growing red with the gore 

That to France seemed a favoring omen. 

1 The French under Dieskau began the fort in the early spring of 1755, calling it Carillon 
(chime of bells). 

2 In January, 1757, John Stark, with seventy-four rangers turned the post, capturing seven 
French, but barely escaped from the attack of the pursuing force. _ 

3 In March, 1758, a year of famine, the Indians waylaid 200, English rangers in^this vicinity, 
and brought back 146 scalps and three prisoners. 



134 AT THE PRESENT TIME. 

We move from the west where the cowardly chief 

Abercrombie lay hid in the thickets, 
While Howe 1 and his veterans came to their grief 

Driving in a few hundred French pickets, 

On the eighth of the month — when again and again, 

The charge of the Briton repelling, 
Montcalm 2 in the rifle pits cheered on his men 

To victory bloody and telling. 

Three columns of ribbons, grave, pensive, and gay. 

With gray beards mixed in, and mustaches, 
O'er glacis and crest in imposing array, 

Where the cannon emitted death flashes ; 

Where Amherst 3 the victor of Louisburg, passed 

When the French magazine had exploded, 
While Bourlamarque's troops gathered anxious and fast 

As the waiting flotilla was loaded. 

We enter the ditch, now a hand-to-hand fight, 

As up the steep ramparts we're climbing ; 
What order ! good gracious I can this be our right 

Where the clatter of small talk is chiming ? 

Hurrah ! we have won ; not a single man lost 

So far as our eyes may discover, 
Though some receive wounds, as they'll find to their cost. 

From which they may never recover. 

The heat — how oppressive ! ah, some fallen out — 

Too tired, of course, none too lazy ! 
Louise is enacting the part of a scout 1 

And Laura has captured a daisy ! 

Now into the bomb-proof and down the east way, 

Where once in the gray of the morning, 
Brave Ethan 4 brought Freedom's opressors to bay 

And seized Delaplace without warning. 

Behold ! how the wild grape has covered the rent, 

Which grape of a deadlier growing, 
The vintage of blood pressing out as it went, 

May have shaped, on its death-errand going. 

The south side is down, but a vestige remains 

Of echoing wall or embrasure 
That heard the foe's cheers o'er their ill-omened gains — 

Heard Riedesel, Phillips, and Frazer, 

Those deadening echoes from out the far past, 

When St. Clair 5 shunned the shells from Defiance, 
When the sky of our freedom with clouds was o'ercast, 

And hope was the Nation's reliance ; 

Or Liberty's tones, when Brown, 6 bold and rash, 

With Burgoyne facing sad Saratoga, 
Bagged British and guns at one resolute dish 

By these walls of Old Ticonderoga. 

Now a cheer let us give for the heroes of old, 

Whose deeds made this headland immortal, 
And whose names in the books of the brave were enrolled 

When they mustered at death's gloomy portal. 

May we fight our battles as bravely as they, 

Giving quarter to no melancholy, 
But loyally doing our part of the fray 

Against ignorance, evil, and folly. 

1 July 6th, 1758, Lord Howe was killed. 

8 July 8th, 1758, Montcalm, 3600 strong, defeated Abercrombie with 15.000 men. 

3 July 23d, 1759, Amherst captured the post, the French under Bourlamarque reireating. 

4 May 10th, 1775. 

5 July 5th, 1775. 

6 September 18th, 1777, Colonel John Brown, of Pittsfield," surprised the British outposts at 
Ticonderoga, freed 100 American prisoners, and captured 300 British with a large quantity of 
cannon and stores. " % 




ALBERT B. WATKINS. 



AT THE PRESENT TIME. 135 

The following officers were elected for the ensuing year : President, Albert 
B. Watkins, Ph.D., Adams ; Vice-Presidents, Levi S. Packard, Saratoga ; 
Charles T. Barnes, Little Falls ; Kate B. Emerson, Plattsburg ; Charles E. Sur- 
dam, Port Washington ; Corresponding Secretary, M. M . Merrell, Elmira ; Re- 
cording Secretaries, Hyland C. Kirk, Phelps ; George Griffith, New Berlin ; 
Treasurer, Charles O. Roundy, Moravia. 

ALBERT B. WATKINS. 

Albert Barnes Watkins was born at Naples, Ontario Co., N. Y., July 8th, 
1S38. He learned the rudiments at the district school in that village and at 
select schools taught by William H. Vrooman and Levi G. Thrall. He was 
fitted for college at Fairfield (N. Y.) Seminary, and graduated from Amherst 
College in 1863. 

In November, 1863, he was married to Miss Martha A. Mather, daughter of 
Dr. William Mather, of Fairfield, and the fruit of their union is a daughter and 
two sons. From 1863 to 1867, he taught the Greek and Latin languages at 
Fairfield Seminary. In 1867-8 he organized and took charge of Dr. Hero's 
School for Young Ladies at Willow Paik, near Westboro, Mass. From 1868-70 
he was Vice-Principal at Fairfield, and taught Greek and Higher Mathematics. 
In 1870 he was elected Principal of Hungerford Collegiate Institute at Adams, 
N. Y., which was then organized. In 1878 he was elected School Commissioner 
for the First District of Jefferson County, and was re-elected in 188 1. 

In 1866 he received the degree of A.M. in course from Amherst College, and 
in 1874 the degree of Ph.D. was conferred upon him by the Regents of the 
University. 

He has just resigned the Principalship of Hungerford Collegiate Institute, 
after a service of twelve years in that position, and also the school commis- 
sionership, and has accepted the appointment, by the Regents of the University, 
as Inspector of Teachers' Classes in the academies and union schools of the 
State. 

THE THIRTY-SEVENTH ANNUAL MEETING 

of the New York State Teachers' Association, was held in the Assembly Hall of 
School No. 2, at Yonkers, July 5th, 6th and 7th, 1882. 

The session opened with singing by pupils of the Yonkers public schools led 
by Professor Andrews. 

Duncan Smith, Esq., President of the Board of Education, delivered the ad- 
dress of welcome. 

" I should discredit the intelligence of our people," said he, " if I should say 
they did not welcome to their midst this body of educators of the State. To the 
school flock children of all classes and conditions, and there is no field of human 
labor but some of these children will enter. The public schools should be 
schools of morals, of neatness, of promptness, of progress. The teacher has to 
deal with a multitude of minds, and the intelligence of the teacher must awaken 
the intelligence of the pupil. Every interest of the State is influenced by the 
manner in which the teachers of our public schools perform their work. Your 
mission is a noble one, and we bid you welcome to Yonkers." 

Hon. Neil Gilmour, State Superintendent of Public Instruction, made the 
reply. 

" It is my privilege and very pleasant duty," said he, " to return thanks for 
your hearty welcome. We are pleased to be in this place — so beautiful for situ- 
ation — with its cool shades, its flourishing manufactures, and its splendid school 
system. We come quietly but with strong determination that all enemies of the 
common school system must be crushed. In the words of Garfield, ' Liberty 



1 36 AT THE PRESENT TIME. 

can be safe only when suffrage is illumined by education.' I trust our coming 
here will be a mutual benefit. Our mission here is to meet each other socially 
and to discuss measures of education, to show the importance of our work by 
the love we bear to it. That person is no friend of education who teaches that 
education is to take the place of labor. The object of education is to make 
labor more useful and effective. I am glad that people are beginning to under- 
stand that education must be conducted on a business basis. We must prepare 
to teach just as others prepare for the trades or professions of life. We must 
take charge of the little ones and educate them to manhood and womanhood. 
The best legacy a man can leave to the world is a well educated family. 

" ' Ask why God made so small the'gem, 
So great and grand the granite ? 
It is in order that we might 
Place greater value on it.' " 

Music by pupils of public schools followed. 

President Watkins then delivered his address. It was a calm consideration 
of educational needs, and concluded as follows : 

" Fellow-teachers, I have presented to you these ideas, not because I think 
them new and novel, but because I know them to be old and common, and 
being old and common they are unheeded. We need line upon line in this mat- 
ter. I give them to you because I believe that the greatest need of our age and 
country is not only intelligent but also honest, sober, religious citizenship. I 
give them to you because I believe that we must deal more with the essentials 
and spend less time with /w/z-essentials ; that we must realize more fully than we 
have done the importance, yes, the necessity, not only of hygienic and intellect- 
ual training, but with it of moral and religious instruction in all grades of our 
schools as the only firm and permanent basis upon which to rest an American 
citizenship which, controlling and improving its present population, and absorb- 
ing and assimilating the throngs that are daily landing upon our shores, shall 
insure the perpetuity of this nation. Well did Winthrop at Yoiktown say, 
' Slavery is but half abolished, emancipation is but half completed, while mill- 
ions of freemen with votes in their hands are left without education.' This is 
the education they need both North and South. This is the education the people 
have a right to demand of the schools. I leave it with you as representatives of 
the progressive teachers of the country whether this demand shall be met." 

An intermission followed, after which ex-Commissioner A. B. Humphrey, of 
Ithaca, Chairman of Committee, read a report on the Condition of Education. 

This report was not a mere re-hash of former committees, and urged the fol- 
lowing wants : 

'.' i. Course of study for country schools. 

" 2. Teachers' institutes lasting several weeks. 

" 3. Higher qualification for eligibility to commissionership. 

" 4. A chair of pedagogics, established by the State, in the leading colleges, 
academies and high schools. 

" 5. Uniform examinations, or at least uniformity in minimum of require- 
ments. 

" 6. No indorsement of certificates until they are equal in value. 

" 7. School year changed to end July 31st, with annual school meeting on the 
second Tuesday of August. 

" 8. No school during the six weeks following July 4th. 

" 9. One trustee elected for three years. 

" 10. Teachers employed or continued for the entire school year. 

" 11. Equalization in valuation and taxation in district. 

" 12. Redistricting and mapping of districts, with provision for permanent 
records. 

" 13. Popular lectures in every town to arouse public sentiment in rural dis- 
tricts. 



AT THE PRESENT TIME. 137 

" In closing we wish to call attention to the general condition of education by 
a comparison of the more recent tendency of education as contrasted with the 
old. The old idea was to cultivate the memory and to store the mind with 
facts. The new education aims not so much at memorizing as at educating the 
senses and training the intellect. Its great aim is the development of the powers 
of the individual, to teach man to observe, think, reason, to discriminate wisely 
and act justly. We believe that this is the education that will give us the best 
citizens and the best government. 

" Respectfully submitted, 

"A. B. Humphrey, ) ~ ... ,, 
" J. W. Babcock. f Committee. 

Principal F. J. Cheney, of Kingston, while complimenting the report, said 
that there were certain facts which were not complimentary to schools and 
teachers : 

" 1. Falling off in common school attendance. 2. The comparatively small 
attendance of teachers at educational gatherings as illustrated here to-day. 

" The small progress and most of the defects noticeable in education are 
owing to : 

" 1. The fact that officials are not sufficiently interested. 2. The fact that 
teachers are not independent enough in regard to methods and matters of school 
work. 3. The fact that teachers are not sufficiently interested in their work to 
make it a profession. 4. The fact that our institute work is not sufficiently ex- 
tensive. We should have more institutes, they should be conducted a longer 
time, and attendance thereon should be made compulsory by law." 

Editor A. M. Kellogg urged the necessity in discussion of limiting the remarks 
to single points. He regarded one thing as being specially important, that a 
course of study should be laid down by the proper authorities for common 
schools — country schools. 

Mr. Barker, referring to that part of the report treating of the Regents' Ex- 
amination, said : 

" I am not opposed to the Regents' Examination ; for examination is the only 
way to find out what people know. Yet the matter of these questions is often 
questionable. He referred to the questions in geography on the counties, on 
which his pupils had failed." 

Mr. Buel. Mr. Barker ought to have taught his pupils before they were ex- 
amined, and they would not have been found wanting. 

Principal I. E. Young, of New Rochelle, alluding to the practice of fattening 
turkeys in France by cramming the food down their throats, deprecated such 
methods in education. 

Miss Sarah M. Arnold, of Syracuse High School, desired to ask of those who 
were experienced in the matter, the effect of using the Regents' Questions. 

A speaker denounced the questions as injurious. 

Principal Barhite, of Kingston, said : 

" I believe in the judicious use of the Regents' Examination Questions, 
though I am quite willing to admit that when they are misused, either through 
ignorance or design, the results may be disastrous." 

Principal J. H. McKee, of Franklin, spoke of the small results received from 
the normal schools. If the money appropriated for normal schools were applied 
to raising the wages of teachers actually engaged in the work, it would be an 
advance. He urged the Association to take some action tending to this end. 

Report of Committee on Near-sightedness in Schools was read by Principal 
C. J. Buell, of Boonville. 

The report recommended avoiding fine print and not doing work by insuffi- 
cient light, especially artificial light ; also that school-rooms should be lighted 
from the sides. Bad ventilation was also cited as a cause. 

The report was accepted and the Committee discharged. 



138 AT THE PRESENT TIME. 

Report of Committee on Exhibit of Drawing was read by Miss Caroline E. 
Powers, of Cooper Union, New York. 

A duet from Maritana, by Mrs. May and Miss Patrick, followed. 

By request, H. C. Kirk read a poem upon Washington Irving. 

Wallace Bruce, of Poughkeepsie, delivered an address on Washington Irving. 
He said Cervantes, Irving and Dickens, in a literary sense, were first cousins, 
and Don Quixote, Knickerbocker and Pickwick should occupy the same shelf in 
our library. The beautiful streams of Scotland are no more indebted to Robert 
Burns and Walter Scott than was the valley of the Hudson to Washington Ir- 
ving. With pointed satire he referred to the fact that Sunnyside, the classic home 
of the gentle writer and model of honesty, had passed into the hands of Jay 
Gould. Mr. Bruce spoke for an hour, but he did not weary his audience. His 
thoughts were lofty, his words chaste and forcible, and his manner graceful. 
His address was the best tribute to Irving we ever heard, and brought the pro- 
ceedings of the first day to a very pleasant close. 

The report on Industrial Exhibit was presented by Professor H. H. Straight, 
of Oswego. 

"There is a growing feeling among the students of industrial problems that 
our whole conception of education in general and of industrial training in par- 
ticular needs revision and enlargement. 

" This principle is based upon such easily observed facts as the following : 

" i. Paupers are on the increase. 

" 2. Our schools too often educate their pupils out of harmony with their 
environment, thus justifying the charge that education (falsely so called) unfits 
its possessors for useful industry. 

" 3. The simpler and less important positions in the world's workshops are 
as a rule greatly overcrowded, while in the upper stories there is a vast amount 
of unoccupied space. 

" 4. The work done in the lower stories is often exceedingly shabby. 

" 5. Many who aspire to the upper stories fail to enter, or if they apparently 
enter, soon end in failure. 

" 6. The chosen few who truly enter and build up magnificent industrial fab- 
rics with the splendid fortunes which such fabrics imply, fail to educate their 
children to carry on their good work or to do work of similar value in some 
other department of useful industry. 

" 7. A whole community of prosperous workmen may be well nigh reduced to 
beggary by the coming of some new invention, or by change in the fortunes or 
tastes of consumers. 

" 8. When old industries are swept away and new ones established on the 
wrecks, there is usually little power on the part of workmen to adapt themselves 
to the new conditions. 

" 9. The relentless law of the survival of the shrewdest and most unscrupulous 
instead of the Christian law of mutual consideration and co-operation too gen- 
erally prevails among individuals and all kinds of human organizations. 

" That all education should be industrial and that everybody should be indus- 
trially educated, we believe to be a perfectly tenable proposition. 

" For one to be industrially educated he must be in possession of the follow- 
ing elements : 

" 1. An industrial disposition, which leads to a cheerful and even happy de- 
votion to some chosen employment, as the avenue through which to make his 
contribution to the world's wealth. 

" 2. Industrial knowledge — such general and special knowledge as will put 
him in possession of the best human experience in the direction of his chosen 
vocation. 

" 3. Industrial power — such a development of physical, intellectual and artistic 
power as will remove as far as possible the chances of failure, and by giving a 
just consciousness of strength will enable him to work always with the hope and 



AT THE PRESENT TIME. 139 

expectation of success. Will not all admit tl at it is at least desirable that such 
education should become universal?" 

Remarks by Professor Felix Adler, of New York. 

He approved the report. 

He did not regard existing evils as menacing. 

" A few years ago a society was formed in New York, the object of which was 
to benefit their fellow-men. We began with working-men of the lower classes. 
We found we could do nothing because they were not sufficiently educated. 
Accordingly we began anew, with the design of bringing up the educational 
status. We began with the young children. We have a Kindergarten, a fine 
building, and funds. 

" The term ' industrial education' is apt to be interpreted wrong ; it should 
be, not education for the sake of work, but work for the sake of education. 

" There is no means of education more neglected than work. 

" Industrial education includes physical education, which means something 
more than physical exercise. 

" Develop the eye and hand. 

" Teach the production of form in drawing so that pupils may not only be able 
to copy, but to make working drawings. 

" Make the drawing instruction more real." 

The professor explained the various kinds of drawing. All kinds must be 
supplemented by educational training of the hand and eye. 

He denounced empirical training, the introduction of carpenters, printers, or 
other mechanical workmen into the schools. 

He emphasized the necessity of some principle of selection in the industrial 
work to be done in the schools. 

•In answer to the question, What pupils were admitted to the Model School ? 
Professor Adler replied that most of them were taken from the streets of New 
York, and hence the experiment is tried with what is generally the worst ma- 
terial. 

Instruction on Temperance was treated by Mrs. Mary H. Hunt, of Brooklyn. 

She denounced small beginnings in drinking. 

She read the Resolutions of the National Medical Association, at St. Paul, 
Minn., condemning the use of alcoholic beverages. 

" When physicians prescribe quinine, aconite, etc., the patient takes the medi- 
cine until the symptoms abate, but when he prescribes beer, whiskey, or wine, 
the patient forgets to stop the medicine, but thinks the prescription was for life. 

" You say. ' Appeal to the parties.' 

" A man bought a quantity of whiskey. It was legally sold, legally bought, 
legally drunk, and I ask you if he wasn't legally drunk, and yet that man was 
arrested. 

" Political parties, it is said, only learn valuable lessons at times of retire- 
ment. Is this true of the Democratic party ? 

" I am glad we women have nothing to do with these license laws, legalizing 
liquor-selling, for men would say, ' That is just like the women.' 

" ' Appeal to the papers ! ' 

" An appeal to the papers would be as fruitless of results in this work as an 
appeal to the parties. 

" ' Shall we go to the church ?' 

" Flocks of emigrants crowd our country. To them, liberty is license. They 
do not attend our churches. This institution does not and cannot reach thou- 
sands of them. 

" The school is the one American institution that reaches all classes ; hence, 
why should not the school teach abstinence from this curse '? Teach it in the 
line of hygiene influence if no way else. 

" Minnesota has a State law compelling instruction, upon this subject, in its 
public schools. 



140 AT THE PRESENT TIME. 

" The doctors, ministers, and others are demanding of the teachers help in 
their work. So we, the temperance workers, ask, nay, beseech help from you 
teachers." 

Superintendent Nichols announced the excursion and dinner at Coney Island 
provided by the citizens of Yonkers and the publishers of New York. 

Principal A. W. Norton, of Elmira, read a paper on What is the Practical in 
Education ? 

Education is the development of the powers of man. In its broadest sense 
it is evolution. It is surrounding the child with conditions such as shall tend so 
to act upon his constitution as to produce the highest results. That constitution 
is threefold, physical, mental and moral. In the order named, each element 
forms the basis for the next, and conditions it. Notwithstanding apparent excep- 
tions, the highest manifestations of mind are looked for in connection with the 
finest nervous organization ; the deepest convictions of moral truth and the sub- 
limest faith in connection with the keenest intellectuality. To-day the man of 
God wisely exhausts, as far as lies in his power, the inspirations of intellectual 
life that the higher life may expand untrammeled by superstition. In turn the 
spiritual renders possible the highest intellectual life, the intellectual, the physi- 
cal, each branch of the tripartite nature thus conserving the others. All the 
manifestations of mind can be grouped into a very few classes. The several 
capacities to act in these specified directions are called mental faculties. These 
faculties, germinal and common to all human beings normally constituted, do 
not grow with the body, but are developed by exercise. Remember the steps to 
prepare you to train pupils are, first, to recognize the mental powers in your- 
self ; second, through this to recognize them in others, and, third, through these 
to throw them into activity in others." 

Professor James M. Cassity read a report on Improved Methods in Educa- 
tion. The following extract may indicate the suggestive character of the entire 
report : 

" Methods can do much, but the spirit that pervades them much more. One 
may be called a good teacher who produces good results and who may produce 
good results in spite of any system of methods. Every teacher must be a living 
exemplification of what he would produce by his work. To teach how to think 
requires a thinker. To impress culture requires a cultivated person. A boor 
would not succeed as a teacher of polite manners. 

" It will be readily apprehended that the data with regard to the first factor 
are but little known. As to the second, namely, the means employed, much 
more has been done, but by the empirical rather than by the scientific method ; 
hence, the great variety of conclusions which have been reached. No two orig- 
inal investigators have arrived at the same conclusion, either as to the natural 
order of studies or as to the educational value of them, purely from the fact that 
their starting point has been principles assumed and not facts observed. The 
third element, the child, is the most difficult to comprehend, and the study of 
the child can never be referred to axioms assumed, but must only be brought 
about by data gleaned along special lines by special observers." 

Discussion of report opened by Principal Buell, of Boonville. " Just in pro- 
portion as man becomes most acquainted with nature, just in that proportion he 
becomes nearer to knowing the best methods. The English language should 
receive more attention in our schools." 

Miss Winne, Albany. Does success lie in methods or in the teacher ? The 
condition of the child we are teaching demands individual teaching. Until we 
know the calibre of each individual mind, we cannot teach successfully, we fail 
in pursuing the most direct line of work. Individuals are more than methods. 
How shall we learn the condition of pupils ? 

Superintendent Barringer, of Newark, N. J., said, alluding to Miss Winne's 
remarks, "Ladies naturally prefer to teach individuals." [Laughter and 
applause.] 



A T THE^ PRESENT TIME. 141 

Miss S. M. Arnold, Syracuse. Is that the reason why gentlemen are so likely 
to hire lady teachers ? 

Miss Winne. The gentlemen would intimate that ladies are most likely to 
regard minutiae as though they were not capable of grasping generalities. 

Hardly two minds can be treated in the same way, and it depends upon the 
teacher whether just discrimination be made. 

Superintendent Barringer. I once asked a large body of teachers, " What 
do you understand teaching to be?" Not one could answer. [A voice. That 
was in New Jersey.] Yes, it was in New Jersey, but I found it worse in New 
York. " Affording opportunities for the operations of a child's mind," is my 
definition for teaching. Mr. Barringer quoted from Garfield, in substance, that 
" Teachers are more than buildings." 

Resolution offered by Principal Pratt concerning temperance instruction in 
the public schools. Referred to Committee on Resolutions. 

The Association was then entertained by a solo, Judith, by Miss Jessie 
Austin, of Yonkers. 

Advancement of Education was discussed by Principal Morgan, of Potsdam. 

He would have more union among teachers. 

So far as methods were concerned, he believed no two pupils could be taught 
exactly alike. 

He believed in teachers' associations, educational journals, union of senti- 
ment, union of effort. 

Advancement can only be secured by each one doing his work as best he can, 
and not by disparaging the work of another teacher in some other branch of the 
common work. 

Principal Wilson Palmer, of Oyster Bay, in discussing this report, said that 
there were three cheering evidences to his mind of an advanced movement all 
along the line of the professional work of the teacher. 

" 1. Scholarship was no longer being measured in any large way by the 
numeration table. 

" 2. Greater accuracy was being insisted upon in the keeping of school regis- 
ters. 

" 3. Our text books in the public schools were no longer regarded as inspired. 
An intelligent questioning spirit on the part of the pupil is now regarded in no 
way heterodox." 

A paper entitled How may the Common Schools be Improved ? was then read 
by Principal A. M. Brown, of Barnard's Crossing. 

He argued that the schools can be improved (1) by improving the system ; 
(2) by improving the teachers ; (3) by improved supervision ; (4) by improving 
the moral sentiment, that will demand better schools, better teachers, better 
work, better results, and sustain the efforts to produce them. 

Commissioner C. E. Surdam, in discussing this paper, suggested the following : 

" 1. Let the teacher make himself the most important man in the district, by 
helping on every worthy enterprise, by becoming acquainted with the people. 

" 2. By spending more of his school time in reading and discussing the events 
of the day, and by seeing to it that his pupils are supplied with an abundance of 
such reading matter as will induce them to discard the trashy, pernicious, cheap 
literature, which is now so popular. 

" Finally, let the teacher be filled with love for his work, and for his pupils, 
let him care less for drill and dollars, and our schools will again take a high 
place in the hearts of the people." 

Senator Miller addressed the Association on Education as a Department of 
Government. He reviewed the Greek and Roman systems of education, the in- 
fluence of Christianity, and the Reformation, and then took up the rise and prog- 
ress of education in the colonies and New York State. He advocated higher 
education by the State, and also compulsory education. In conclusion he urged 
the necessity of intelligence and morality and for thorough conscientious work 
on the part of teachers. 



i 4 2 AT THE PRESENT TIME. 

A selection from Dickens's Nicholas Nickleby was read by Professor H. A. 
Williams, of Albany, who, in response to an encore, gave The Bald- Headed 
Man. 

The Necrology report was read by Principal Roundy. 

In the absence of Conductor John Kennedy, his paper upon How can our In- 
stitutes be Improved ? was read by Conductor R. E. Post. The conclusion was : 

" Let all attend the Teachers' Institute to hear the purposes of teaching un- 
folded, to hear the principles of teaching expounded, and to see the most 
approved processes of school work. Let the older teachers go forth from the 
Institute to put into daily practice the principles which have met the approval of 
their reason. Let the younger teachers go from the Institute to the county nor- 
mal schools and learn under their special guide to put into practice the principles 
they have heard." 

Commissioner L. B. Newell, of Westport, discussed the report. 

" The manner in which the question is stated implies that our institutes admit 
of improvement. We teachers lay the defects in our schools upon everybody 
but ourselves. We should act upon the principle of a good physician. We need 
unity in methods of work by teachers. The institute conductors are generally 
qualified to guide to this unity of method. In them, we should have confidence. 
They are the physicians who should diagnose the case and prescribe such medi- 
cine as they find necessary." 

Hon. J. W. Dickinson, Secretary of the Massachusetts Board of Education, 
read a paper upon The Limits of Oral Teaching. 

" Oral teaching does not mean talking or lecturing or pouring knowledge from 
one mind into another ; nor does it mean freedom from hard and systematic 
study by the pupil himself. The oral teacher directs the student in the exercise 
of his faculties, and then requires him to think his own thoughts and perform 
his own acts. He is careful to observe the laws of human development, by con- 
tenting himself with simply establishing the conditions of right activity, and then 
he leaves his pupils to engage in an independent struggle for their acquisitions. 

" Books in abundance may be used, and lectures may be given, but they are 
to be used to call the mind of the student to a fresh and more thorough study of 
what has before been taught ; they are not to be used as the original sources of 
knowledge. 

" In the sense in which I have considered the subject, and in the sense in 
which those who have made teaching a successful study consider it, there is no 
limit to which oral teaching, as a method of teaching, should be subjected." 

A discussion followed in which Mrs. Maria Kraus-Bcelte said : " It would be 
my desire to have a kindergarten established in every family." 

Professor John Kraus made a unique and interesting speech in which he de- 
fined a miracle as a stick with one end. 

The Committee on Resolutions reported : 

i. Resolved, That the money now spent for distiict libraries should be applied 
to reference libraries to be kept in the school-room under the charge of the 
teacher. 

2. Resolved, That no one should be eligible to the office of School Commis- 
sioner who has not had at least three years' successful experience as a teacher 
within ten years next preceding his election. 

3. Resolved, That we appreciate the importance of educating the children with 
regard to the evils of intemperance, and advise teachers to exert due influence 
in securing such instruction. 

4. Resolved, That, aside from the regular County Institute, there should be, 
wherever asked for, county normal institutes of not less than one month each. 

5. Resolved, That in the growing attention to a kind of education that fits 
pupils more efficiently for the handicrafts as well as the professions, the Associa- 
tion recognizes a demand of the times and recommends the adjustment of our 
public school system to that end. 




JOHN A. NICHOLS. 



AT THE PRESENT TIME. 



143 



The excursion to Coney Island on Friday afternoon, the dinner at the Sea 
Beach Palace Hotel, and the display of fireworks, were all that could be desired, 
and afforded pleasure and satisfaction to the party. Four hundred and six sat 
down to dinner. After a charming trip, the party was landed at Read's Dock a 
little after 12 o'clock at night. 

At the dinner the inspectors of election announced the following officers 
elected for the current year : President, J. A. Nichols, of Yonkers ; Vice-Presi- 
dents, A. B. Humphrey, of Ithaca, E. J. Owens, of Moriah, Miss Martha Winne, 
of Albany, and David Beattie, of Troy ; Corresponding Secretary, P. E. Tor- 
pey ; Recording Secretaries, H. C. Kirk, of Phelps, and J. C. Heyn, of Pali- 
sades ; Treasurer, Charles O. Roundy, of Moravia. 

The Association adjourned to meet July 4th, 1883, at the Fort William Henry 
Hotel, Lake George. 

JOHN A. NICHOLS. 

Mr. Nichols graduated at the State Normal School in Westfield, Mass , was 
principal of the school at Mount Vernon, 1S61-64, and at Sing Sing, 1864-66. 
He was then made Field Agent for the colored schools of the South. One year 
after he was elected principal of School No. 2, Yonkers, and retained that posi- 
tion until the reorganization of the schools of that city under one board of educa- 
tion, in i88t, whereupon he was elected superintendent. After one year he 
resigned, owing to ill health, but still resides in the city, honored by the citi- 
zens, and beloved by the young men and women who were once his pupils. 



THE THIRTY-EIGHTH ANNIVERSARY, 

to be held, at the date of this writing, at Fort William Henry Hotel, Lake 
George, judging from the programme arranged by the President, will be quite 
equal to former associations, both as regards the importance of topics to be 
presented and f he talent secured for their presentation. Let us even hope for 
more than this ; and aroused to a deeper sense of the all-important character of 
the teacher's work, may we confidenlly expect that the State Association shall be- 
come stronger than ever before for the furtherance of real progress and culture. 

The work accomplished by the Association since 1875 must be regarded as for 
the most part affecting the work of teachers directly, and not as having affected 
legislation in any great degree. This does not seem to be due to the fact that 
the limit of imi rovement has been reached, since there are many questions yet 
unsettled. Among these are questions relating to the township system of super- 
vision, to town libraries, to reference libraries, and to compulsory education. 

In the year 1S65, when the Association was held in Albany, the Inter-Acad- 
emic Union was organized, which, as an offshoot from the University Convoca- 
tion, has ties of relationship with the State Teachers' Association. 

The following table gives places where the Union has been held, with officers, 
etc., since its organization : 



DATE 


PLACE 


PRESIDENT 


SECRETARY 


l8 7S 


Albany 


Alonzo Flack 


John E. Bradley 


1S76 


Albany 


Alonzo Flack 


J. Newton Wilson, 


1877 


Albany 


Noah T. Clarke 


Geo. R. Cutting 


1878 


Albany 


Alonzo Flack 


Geo. R. Cutting 


1879 


Albany 


Geo. R. Cutting 


Wm. W. Thompson 


1880 


Albany 


Sherman Williams 


Wm. \V. Thompson 


1881 


Utica 


F. \V. Towle 


Geo. R. Cutting 


1882 


Cooperstown 


Geo. A. Bacon 


John G. Wight 


18S3 


Binghamton 


Jos. E. King 


Elliot R. Payson 



Sketches of these presidents, so far as received, will be found in the Appendix. 



APPENDIX. 



Gideon Hawley, H. H. Van Dyck, Abram B. Weaver, Neil Gilmour, Samuel 
B. Ruggles, Frederick S. Jewell, Jonathan Tenney Esmond V., De Graff, Miss 
Minnie Sherwood, Miss Flora Parsons, Mrs. Nellie Lloyd Knox, A. J. Robb, 
Charles T. Barnes, Warren Higley, David B. Cruttenden, Mrs. D. B. Cruttenden, 
Charles T. Pooler, Henry C. Northam, John Kennedy, John H. French, Francis 
P. Lantry, David P. Page, Malcolm McVicar, John W. Armstrong, George R. 
Perkins, David H. Cochrane, Joseph Alden, Charles D. McLean, Henry B. 
Buckham, Francis B. Palmer, James M. Cassety, William J. Milne, T. J. Mor- 
gan, Edward P. Waterbury, J. B. Wells, Oscar F. Stiles, Edwin A. McMath, 
Sidney G. Cooke George V. Chapin, Edward Wait, George T. Crumby, John 
V. L. Pruyn, Erastus C. Benedict, Henry R. Pierson, David Murray, D. J. 
Pratt, Alonzo Flack, George R. Cutting, Sherman Williams, F. W. Towle, 
George A. Bacon, Joseph E. King. 

GIDEON HAWLEY. 

Mr. Hawley was born in the town of Huntington, in the State of Connecticut, 
September 26th, 1785. In the year 1794 his parents, Gideon Hawley and Sarah 
Curtiss, removed to Ballston, in the county of Saratoga, in this State, where 
they remained until 1798, when they once more changed their residence to the 
town of Charlton, in the same county, only a few miles distant from Ballston. 

The father was a farmer in moderate circumstances, and the son remained at 
home working on the farm until 1804, when he was sent to the Academy at 
Ballston to be fitted for college, under the direction of Rev. Dr. Perry. He 
entered Union College in 1805, and graduated in 1809, after a highly creditable 
career of study. The venerable Rev. Dr. Van Vechten, of Schenectady, for 
many years one of the trustees of Union College, was his classmate and room- 
mate during his college course, and at the funeral of his departed friend spoke 
of him in warm terms of respect and affection. Mr. Hawley remained at Union 
College as a tutor for about one year, and during the same time pursued the 
study of the law with Henry Yates, a brother of the late Governor Yates, then 
in full practice at Schenectady. He was, however, destined for the ministry of 
the Presbyterian Chuich, and commenced his theological studies under the 
direction of his family pastor. The Calvinistic doctrines which mark the con- 
fession of faith and the catechisms of that church soon presented themselves, 
and he freely consulted with his teacher as to his doubts and difficulties in regard 
to them. The explanations he received were not satisfactory, and with that 
high moral tone which marked his whole career, he determined not to profess a 
creed which he could not conscientiously stand by. He at once abandoned his 
theological studies and resolved to resume the law. For this purpose he entered 
the office of Bleecker and Sedgwick, of Albany, both distinguished members of 

IO 



146 APPENDIX. 

the bar of that day, and was admitted to the Supreme Court in 1S12. He deter- 
mined to seek his fortune in the western part of our State, then known as " the 
west," and had reached Auburn, in his horseback journey, when he heard, most 
unexpectedly, that he had been appointed State Superintendent of Common 
Schools, an office then recently created by the Legislature. He at once returned 
to Albany, and accepted the appointment. The salary attached to the office was 
very small, only $400 per annum, and Mr. Hawley found it necessary also to 
enter upon the practice of his profession. He did so in partnership with Philip 
S. Parker, Esq., a lawyer highly esteemed in professional and social life, and 
who subsequently became Recorder of Albany. 

Says a journalist, speaking of this period of Mr. Hawley's career : " He ad- 
dressed himself with great earnestness to his work. A system was to be organ- 
ized ; interest in public schools was to be excited ; laws were to be drafted, and 
the Legislature to be influenced for their passage. He proved himself equal to 
the work. His sound judgment, incorruptible integrity, and zealous devotion tu 
the cause intrusted to him, secured the confidence of the Legislature to such an 
extent that, on the consideration of an important law, he was called upon the 
floor of the Assembly to answer inquiries and explain its provisions. He was 
emphatically the father of the Common School System of the State." 

Mr. Hawley retained office till February 22d, 1821, when, by reason of politi- 
cal changes, he was superseded. This act is referred to by Mr. Hammond in 
his Political History of the State of New York, and is warmly denounced. The 
Legislature, however, in April of that year, abolished the office, and transferred 
its powers and duties to the Secretary of State, who then became, ex officio. 
Superintendent of Common Schools. 

On March 25th, 1814, he was appointed Secretary of the Regents of the Uni- 
versity. The duties of the Board were constantly increasing with the advance 
in the population and wea th of the State, and Mr. Hawley entered upon his 
secretaryship with his usual zeal and devotion. He resigned this office in 1841, 
having held it for the long period of twenty-seven year,s, when he was succeeded 
by one of the most distinguished sons of our State, that well known and accom- 
plished scholar, T. Romeyn Beck 

In 1842 Mr. Hawley was appointed by the Legislature one of the Regents, and 
continued a member of the Board until his death. 

In 1818 Mr. Hawley was elected one of the Trustees of the Albany Academy. 
He was also one of the trustees named in the charter of the Albany Female 
Academy. 

On the organization of the State Normal School, in 1845, Mr. Hawley was 
appointed one of the executive committee for its care and management. He 
was also for fifteen years one of the Regents of the Smithsonian Institute, at 
Washington. He held various positions in the line of his legal capacity, such as 
Master in Chancery, Taxing Master, Secretary of the old Albany Insurance 
Company, Railway Director, etc. 

Mr. Hawley was married October 19th, 1814, to Margaret Lansing, a member 
of one of the most respected Dutch (Holland) families of the city, a woman who 
combined great excellencies of character with marked simplicities of life and the 
most exemplary piety. 

Some ten years before Mr. Hawley's death, disease seized upon him, and he 
suffered till called away with an internal complaint which, for a large portion of 
the time, gave him the most excruciating pain. He died July 17th, 1871. 

HENRY H. VAN DYCK.' 

On the second Tuesday of February, 1867, the Hon. Henry H. Van Dyck, of 
Albany, was elected on joint ballot of the Senate and Assembly, Superintendent 

1 This sketch is taken from Randall's Hist, of the Com. Sch. System of New York. 




NEIL GILMOUR. 



APPENDIX. 147 

of Public Instruction. At the time of his election Mr. Van Dyck was one of the 
editors and proprietors of the Atlas newspaper, published in Albany. He had 
previously, while a resident of Orange County, occupied the position of State 
Senator from the district of which that county formed a part. He was a man of 
superior abilities, inflexible integrity, unassuming manners and fine social quali- 
ties. Honest himself, he had little toleration for dishonest practices on the part 
of any of the school officers placed under his supervision ; and destitute himself 
of all pretension, he availed himself of every proper opportunity fearlessly to 
expose and rebuke shams of every description, whether in high or low places. 
After an administration of the department for five years, he resigned his position 
for that of the head of ihe Banking Department, from which he was promoted 
by President Lincoln to the responsible post of Assistant Treasurer of the 
United States at New York. 

ABRAM B. WEAVER. 

Abram B. Weaver was born in the town of Deerfield, Oneida County, N. Y., 
where he still resides, December 18th, 1830. He is of German descent, and 
some of his ancestors were among the first settlers in the Mohawk Valley. He 
was educated in the common school, the Utica Academy and Hamilton College. 
During his senior year he studied law under Professor Theodore W. Dwight, 
and after graduating in 1851 continued the study in the office of Spencer and 
Kernan in Utica. He was admitted to the bar April 4th, 1853. 

In the year 1856 Mr. Weaver was elected to the office of School Commissioner 
for the first district of Oneida County by the Board of Supervisors, when the law 
creating that office was put into operation, and at the first popular election to 
the office he was chosen for a second term. 

In the years 1863, 1864 and 1865, he represented the First Assembly District 
of Oneida County in the Legislature. In the last-mentioned year he was the 
Democratic candidate for Speaker. 

For three years following, Mr. Weaver was actively engaged in the practice of 
his profession in the city of New York. 

He was chosen as one of the first Board of Trustees of Cornell University in 
Apiil, 1865. when that institution was organized, and subsequently became a 
trustee ex-officio, as State Superintendent of Public Instruction. 

In April. 1868, he was elected by the Legislature to the office of State Super- 
intendent of Public Instruction, and re-elected in 1871, serving two terms. He 
was also the candidate of his party in 1870 for representative in Congress. 

Since his retirement from the Department of Public Instruction, Mr. Weaver 
has been out of public life, and has found pleasure and sufficient employment in 
devoting his time and energies to affairs pertaining to his rural home. 

NEIL GILMOUR, 

for nine years Superintendent of Public Instruction in the Slate of New York, 
was born at Paisley, Scotland, in 1840. His father was the factor or business 
agent. of a landed proprietor, and collected the rents of an extensive estate. The 
son fitted for college at Nelson Institute, Paisley, and impelled by that aspira- 
tion which often actuates young men to seek out new fields of labor, came to 
America at the age of sixteen. 

He had designed finishing his college course, and accordingly entered Union 
College and graduated in the class of i860, Hon. Warner Miller, President Pot- 
ter, and others who have since attained eminence being among his classmates. 

Mr. Gilmour taught for a time in the vicinity of Ballston Spa, where he resided, 
studying law in connection with his school work. He was elected to the office 



143 APPENDIX. 

of School Commissioner for two terms in Saratoga County. He is the only man 
of foreign birth who has held the office of State Superintendent, and also the 
youngest, having been but thirty-four at the time of his election. 

Says a former biographer: " There have been two great crises in the life of 
Neil Gilmour ; first, when he decided to come to America : and second, when 
he decided to become a candidate for his present office. Faith and its fruits. 
That faith in the excellence of our free institutions which is an impelling faith ; 
and that force of character and determination which enable the possessor to 
grasp and use those institutions." 

Mr. Gilmour's career as the highest educational official of the State was 
markedly those manly qualities for which he is personally known, carefulness in 
estimating, promptness in executing, and especially a cordiality of mariner 
which universally gained friends. The " Cortland Controversy" has been 
referred to in a former part of this work. 

That Superintendent Gilmour was not actuated by a mere partisan spirit in 
that affair, would appear from the fact that his actions in the outset, according to 
authorities consulted, seemed to him necessary under the laws of the State. The 
plea that ill-will toward Dr. Hoose was engendered because the latter had advc- 
cated another person than Mr. Gilmour for Superintendent, is not entertained by 
the friends of Mr. Gilmour. His sense of justice is too keen for him to be 
actuated by mere animus, and while accepting the results of this " Controversy," 
as every law-abiding citizen should, he believes there is little reason for exulta- 
tion on the part of any one until the relations of State and local officers are more 
definitely fixed. The indefiniteness of the law bearing upon the case had much 
to do, doubtless, with prolonging it. 

We never knew a Scotchman yet who was not proud of his native land ; and 
Mr. Gilmour is a marked example of that patriotism which, striking its roots 
deep down in the memories of early youth, yields the greater strength and fra- 
grance in manhood's experience. Proud of his own country, yet conscious of 
its defects, he cherishes with the greate fervor the land which guarantees equal 
justice to all, the land of his adoption. 

SAMUEL B. RUGGLES. 

The present Superintendent of Public Instruction in New York State, is a 
native of Bath, Steuben County, in this State, where, at the age of thirteen, he 
commenced to learn the printer's trade in the office of the Constitutionalist ; he 
continued at that business in printing-offices in Bath, Corning and Canandaigua 
until 1845, at the same time pursuing his studies. He then entered Hamilton 
College, and graduated in 1849. After graduating he became editor and propri- 
etor of the Atlanta (Ga.) Intelligencer, and continued as such until 1857, when 
he came North and entered the Law School of Hamilton College under Profes- 
sor Theodore W. Dwight, and afterward studied law in the office of the late 
Judge C. H. Doolittle, in Utica. From 1359 to 1S75 he successfully practised 
law in Bath. In the latter year he was elected to the Assembly from Steuben 
Countv, and re-elected the following year. His career in the Assembly was 
marked by ability, care and integrity. In 1880 he was selected by Attorney 
General Schoonmaker (Dem.) as his first deputy, and was retained in the same 
position by Attorney-General Ward (Rep.). In every office he has held Mr. 
Ruggles has been a faithful, able and conscientious public servant ; and many 
of his written opinions, when representing the chief law officer of the State, are 
model documents both as to their literary construction and judicial character. 
With Mr. Ruggles as Superintendent, our educational institutions must be 
regarded as in entirely competent hands. 1 

1 From a sketch in the Rochester Union and Advertiser. 



APPENDIX. 149 

ESMOND V. DeGRAFF, 

prominently known as an educator in the States of New York and New Jersey, 
and at present engaged in institute work in North Carolina, is a native of Ontario 
County, New York. To the common school in his native place near the little 
village of Reeds' Corners, and more especially to the excellent facilities afforded 
by Canandaigua Academy does he owe his early training. But to a native apti- 
tude for teaching, an enthusiasm which carried the learner irresistibly with him, 
more than to anything else probably, does he owe his success as an educator. 

He began the work of instruction at an early period, and his entire life, with 
the exception of a term of service in the army, where he was Hospital Steward 
of the Thirty-third N. Y. S. Volunteers, has been spent in educational labor. 
His experience has been somewhat varied, and includes the country district 
school, the city graded school, the management of academic and union schools, 
conducting teachers' institutes, and superintending city schools. He was man- 
ager also of a military institute at Rochester, N. Y , for several years. He was 
Superintendent of the Paterson, New Jersey, schools for three years prior to 
engaging in his present work. Professor De Graff is author of The School- 
Room Guide, published by C. W. Bardeen, and several other works. 

CHARLES T. BARNES 

was born near Sauquoit, N. Y., September 7th, 1836. Attended district schools 
and Sauquoit Academy during boyhood. Prepared for college at Whitestown 
Seminary, then under the care of Professor J. S. Gardner. Afterward engaged 
in business for about two years, then commenced teaching in country schools. 
In 1865 was appointed Principal of a large grammar school at Little Falls. In 
1869 became Principal of the Mohawk Union School, where he remained nine 
years. In 1S75 he was first employed, during vacations, in teachers' institutes 
by Superintendent Gilmour. After leaving Mohawk he conducted institutes 
steadily for three years, but resigned that work upon being appointed Superin- 
tendent of Schools at Little Falls. Since then he has assisted each year in the 
institute work in the State, in addition to his regular work as Superintendent of 
Schools. Superintendent Barnes has had over twenty years of experience as an 
educator. He has been a student during all these years of teaching, and has 
read much of professional literature, beside covering a wide field of general read- 
ing. He is married and has three children. 

JUDGE WARREN HIGLEY. 

To be the teacher of a district school at $14 per month and board 'round, was 
the ambition of many a poor farmer's son in central New York, thirty-five years 
ago. In those days the school teacher ranked in honor second only to the pas- 
tor, and while he was boarding in the family his allotted days, according to the 
number of children sent to school, he was treated as an honored guest, fed with 
the best meals the mother could get up, and slept in the spare chamber. The 
desire to attain this distinction brought into activity the best energies of the boy 
and the girl, and the thorough mastery of the common school branches, together 
with a good knowledge of the district library, were considered the necessary 
preparation to enter some academy for the " finishing touches," before assum- 
ing the grave responsibilities of the head of a country school. 

Warren Higley was born at Genoa, Cayuga County, N. Y., and passed his 
youth as a farmer boy near Auburn, working on the farm in summer from ten 
years of age, and attending the country school in the winter, where at the age 



i 5 o APPENDIX. 

of fourteen he was considered the best boy in school. After two terms in the 
Auburn Academy, he was engaged for the winter school at Aurelius Centre, 
three miles west of Auburn, a place then known as " The Half Acre," formerly 
designated as " Hell's Half Acre," a name well calculated to arouse grave 
apprehensions in the mind of the young master. Besides he was told that the 
" large boys" had turned out two teachers the winter before, and the summer 
school had been broken up by dissensions in the district. He entered upon his 
duties with a determined spirit, and though forty-seven pupils crowded into the 
little stone school-house — with its desks against the wall — ranging in age from 
six to twenty-five years, he had no trouble in the management, and before the 
winter was over could boast of having the banner school of the town. Before 
the term was out he was engaged for the next winter at an advance in wages. 
He then determined to work his way through college, and prepared at the 
Auburn Academy under Professor Rufus Sheldon, now of the Collegiate Poly- 
technic Institute, of Brooklyn, N. Y. 

In 1858 he entered the Freshman Class of Hamilton College, but took charge 
of the boys' department in the Auburn Academy, with Professor Sheldon as 
principal, and kept up the studies of his class. 

He was also appointed teacher in the Auburn State Prison, where he in- 
structed the prisoners from 6 to 8 o'clock in the evening. Having entered col- 
lege with but forty dollars ready money, and no one to call upon for financial 
aid, he was enabled through the savings of this year to pay most of the expenses 
of his college course. In the fall of 1861, while in his senior year, he was 
appointed School Commissioner of the Second District of Cayuga County, to 
fill the vacancy caused by the resignation of the Rev. William Hart, who 
entered the army as chaplain of one of the Auburn regiments. He discharged 
the duties of commissioner, and kept with his class in college, graduating with 
honor in July, 1862. He continued as commissioner until the summer of 1863, 
when he succeeded David L. Parmelee as Principal of Cayuga Lake Academy, 
at Aurora, N. Y., which position he filled for three years, when he resigned to 
take charge of the public schools of Auburn. The Board of Education had de- 
termined to reorganize their district schools and to complete the system by es- 
tablishing a high school. For this difficult and important work their choice fell 
upon Professor Higley, who had made Cayuga Lake Academy famous by his 
three years' work, and they elected him Secretary of their Board, to take charge 
of the schools as Superintendent, and to organize and be the Principal of the 
High School. He took hold of the work and carried it through with character- 
istic energy and marked success. He graded the district schools, and directed 
the work to be done, arranged the curriculum of studies for the High School, 
making a four years' course, and took personal charge of it. Like all new 
movements in education this at first met with vigorous opposition. The old 
academy struggled hard against the new order of things, but at the end of one 
term it had no pupils with which to continue the struggle, and the property came 
to the Board - of Education, who remodelled it and moved the new High School 
into possession. The new order of things was firmly established, and the sys- 
tem made very popular with the people. 

At the end of two years Professor Higley was induced, by the flattering 
financial offers of Colonel E. B. Morgan, President of the Trustees of Cayuga 
Lake Academy, to resign his position in Auburn and return to Aurora. As an 
index of his success at Auburn, when the fact of his resignation was made 
known, prominent citizens who were patrons of the schools offered to add five 
hundred dollars per year to his salary, if he would remain. 

He remained at Aurora two years, when he was invited to take charge of the 
West High School of Cleveland, Ohio. Wearied by the cares of a boarding- 
school, and somewhat broken in health through an affection of the throat and 
overwork, he thought a change of climate advisable, and removed to Ohio. His 
success as Principal of the Cleveland West High School attracted the attention 



APPENDIX. 151 

of the school men of Ohio, and at the end of the year he was elected to the 
position of Superintendent of Public Instruction of Dayton, Ohio, which posi- 
tion he filled for two years. 

In the summer of 1S73 he went to Europe, where he spent about six months. 
Having letters of introduction to the ministers of education in several of the 
European capitals, from Commissioner Eton, of our Bureau of Education, he 
visited many of the schools and studied their systems of education under most 
favorable circumstances. 

Returning to Cincinnati he studied law and was admitted to practice in 
December, 1874. He had studied law some years before in connection with 
teaching. During a portion of the summers from 1875 to 1879 he conducted 
teachers' institutes in New York under the auspices of State Superintendent Gil- 
mour. His large experience in educational work made him useful in this field. 
This summer work did not specially interfere with his law practice, in which 
he has proved more than usually successful. 

In the spring of 1881 he was elected Judge of the Police Court, or Municipal 
Court, cf Cincinnati. He filled this position during the two years' term with 
marked ability and eminent public satisfaction. His written decisions were 
widely published and generally approved. He has resumed the practice of law, 
with a promising future before him. 

CHARLES T. POOLER 

was born in Connecticut ; removed at the age of six years, with his parents, to 
St. Lawrence County, N. Y. Attended district school two terms, when in his 
eighth year he was stricken down with a fever sore, confining him in the house 
the next five years. In his seventeenth year he taught a district school in 
Gouverneur. By teaching winters, he supported himself in studying at the 
Gouverneur Wesleyan Seminary, under the Rev. Jesse V. Peck, Principal, 
where he prepared for college, entering the Wesleyan University at Middle- 
town, Conn., two years in advance of the regular ccurse, and graduated in the 
class of '44. During his last year in college he taught in the city High School, 
Middletovvn, Conn. ; and the next year was principal of the same. The misfort- 
une of fracturing a limb, enforcing confinement several months, closed his 
connection with the school. 

Returning to St. Lawrence County he taught a district school in Canton ; 
taught the next three years in the Ogdensburg Academy, pursuing the study of 
law at the same time ; was admitted to the bar at Oswego, in May, 1849 ; prac- 
tised law a short time in Hermon, N. Y., till called to teach in the St. Lawrence 
Academy, at Potsdam, where he remained three years ; then opened an inde- 
pendent academy in the same village, in which he continued four years. In 
1S57 he accepted the double position of Superintendent of schools and Principal 
of the High School, in the city of Akron, Ohio, remaining there three years. 
He returned to this State in the fall of i860, and was employed to conduct his 
first teachers' institute, in Ulica, Oneida County, since which time he has been 
employed in that work, more or less, every year. From the fall of i860 he was 
Principal of the Deansville Academy three years. In 1863 he was elected 
School Commissioner for the Second District of Oneida County, which office he 
held three consecutive terms. 

Since 1872 he has been employed, in the spring and the fall months, in the 
work of conducting teachers' institutes in this State. His whole school work 
sums up briefly as follows : Taught six district and two select schools ; seventeen 
years in high schools and academies ; and had the supervision of schools in city 
and county twelve years. Mr. Pooler was one of the organizers of the School 
Commissioners and City Superintendents' Association at Geneva in 1897, and 
was its first president. 



152 APPENDIX. 

HENRY C. NORTH AM. 

Henry C. Noitham was born at Port Leyden, N. Y., December 23d. 1826. 

He began teaching in the public schools of the State in the winter of 1845, and 
continued so to do for six consecutive winters, attending Lowville Academy 
during the spring and autumn terms of these years. 

From 1852 to 1856 he taught a large public school at Oceanport, New Jersey. 

In 1856 he established a private school at Port Leyden, N. Y., and was its 
principal for four years, and until elected School Commissioner of Lewis 
County, which office he held for six years. 

At the close of his official term. Superintendent V. M. Rice saw fit to employ 
him as an instructor in teachers' institutes, which position he has occupied under 
all the successive superintendents to the present time, having conducted insti- 
tutes in fifty-four of the sixty counties of the State, and in many of them for 
several consecutive terms. 

In T878 he published a series of articles in the School Bulletin on Civil Govern- 
ment for Common Schools These articles became very popular, and their 
compilation was asked for in book form by many leading teachers, which was 
complied with, and to-day that little work ranks high among the standard treat- 
ises upon that subject. 

His last work, entitled Helps in History, recently compiled as a manual for 
teachers, presents many plans for presenting that subject which are entirely 
original, and their uniqueness will tend to make them far more impressive than 
any ordinary plan heretofore pursued. These compilations are lessons that have 
been used in actual school work, and are known to be practical. 

For thirty-five years Professor Northam has been connected with the educa- 
tional interests of the State, and to-day is as devoted a student as ever. 

JOHN KENNEDY. 

John Kennedy, favorably known to many of the teachers of this State as an 
institute conductor, was formerly a School Commissioner in the State of Iowa. 
He afterward accepted the position of Agent in the School Book Department of 
Harper Brothers. An article on School Discipline, published by C. W. Bar- 
deen, Syracuse, written by Mr. Kennedy, attracted considerable attention, and 
he was offered and accepted a position as an institute conductor. When the 
present Institute Faculty was organized Mr. Kennedy was chosen as one of the 
four regular institute conductors. 

He has contributed several articles to the literature of pedagogics, and perhaps 
the ablest defence of State appropriations for Higher Education, so-called, was 
made by Mr. Kennedy at Utica, before the meeting of Commissioners and 
Superintendents in 1880. 

ERANCIS P. LAN TRY, 

one of the four conductors constituting the Institute Faculty of the State at the 
present time, was educated in Fulley Seminary and Genesee College. He was 
engaged in teaching for some twelve years prior to being employed in his pres- 
ent duties, and for four years as instructor at institutes casually or as opportu- 
nity permitted. His work was so thoroughly approved of, that on the organiza- 
tion of the New York State Institute Faculty in iSSi, Professor Lantry was 
appointed a member thereof, and is favorably known to most of the teachers of 
the State from the genial as well as forcible .manner with which he is wont to 
present educational topics. 



APPENDIX. 153 

DAVID PERKINS PAGE 

was born at Epping, in the State of New Hampshire, July 4th, 1810. At the 
time of his death, therefore, his age was thirty-seven years and six monihs. 
His father was a farmer in moderate circumstances. As a consequence of this 
condition, his earlier years were passed in the invigorating employments of 
rural life, breathing the health-giving atmosphere of a region which, however 
unlavish in bringing forth the kindly fruits of the earth, has produced a rich har- 
vest of noble men to adorn their country's history. 

Mr. Page early exhibited a strong desire for knowledge, and while engaged in 
the humble pursuits of a farmer-life, often importuned his father for an opportu- 
nity to gratify this desire by being sent to school. But his father had other 
objects in view, and seemed determined to prepare his son for the retired life of 
a New England farmer. 

At length, at the age of sixteen, the son became dangerously ill. For a time 
he was vacillating between life and death, and his friends almost abandoned the 
hope of recovery. At this juncture when, if ever, the parental heart would be 
open to the appeals of affection, the pale and prostrate son extorted a promise 
from his father that if he recovered, he might go to an academy in the neighbor- 
hood and prepare for the duties of a teacher. 

In course of time he recovered, and agreeably to promise made during his ill- 
ness he was allowed to attend the Hampton Academy. " Here," says Horace 
Mann, " he encountered, for the first time in his life, that feeling so common 
and yet so contemptible, which assigns social rank and estimation, not accord- 
ing to moral and intellectual worth, but to the cloth one can afford to buy, or 
the tailor he employs." He was subjected to gibes and sneers, and doubtless his 
mind here got what Paley calls " a holding turn" — an unspeakable contempt for 
the pretensions that are founded on wealth or habiliments, and a profound relig- 
ious respect for moral worth. 

Having spent a few months at the academy, Mr. Page ventured upon the 
experiment of teaching his first school. Having completed his term he returned 
to the academy, still bent on improving his qualifications for the work he had so 
nobly chosen. The whole period spent at the academy, however, was less than 
a year, and having embraced the profession of a teacher as a permanent calling, 
he taught district schools for two successive winters, we believe, at Epping, 
N. H., and Newbury, Mass. The schools of Massachusetts at this time were in 
session generally but three months during the season. Having closed his 
engagement at Newbury in the common school, he opened a private establish- 
ment at the same place, having on the first day but five pupils, but closing the 
term with a full complement. 

Although now debarred from enjoying the privileges of the academy, and borne 
down with the laborious duties of the school-room, yet he did not relax his 
efforts to improve his scholarship and thus allow his powers to " rust out un- 
used," but applied himself most assiduously to study, keeping in advance of his 
classes in those branches which were new to himself, and enriching his mind 
with those stores of collateral knowledge about which those who knew him in later 
years have heard him so often and so earnestly speak. By this persevering 
attention to study and enthusiastic devotion to duty, he increased his reputation 
with his merits, and at the age of twenty-one, or five years from the date of his 
entrance into Hampton Academy as a pupil, he was made Associate Principal 
of the Newburyport High School, having in charge the English department. 

His connection with this school continued for twelve years. 

A committee was appointed by the Legislature in 1844 to investigate and 
report upon the policy and expediency of establishing a " normal school for the 
instruction and practice of teachers in the science of education and the art of in- 
structing the young." This committee, of which the Hon. Samuel Young and 



154 APPENDIX. 

the Rev. Dr. (now Bishop) Potter were the prominent members, after earnest 
consultation and an extensile inquiry, were at length recommended by the Hon. 
Mr. Mann, of Massachusetts, to secure the services of Mr.' Page, in which they 
were successful. Arriving at Albany a few days before the time designated for 
the commencement of the " experiment," as the Normal School was then desig- 
nated, he found everything in a " nascent state." His quick and penetrating 
eye, as with a single glance, perceived the magnitude of the task before him, 
and he set to work with all the earnestness and industry that so strongly charac- 
terized his brief but glorious career. So marked and so favorable was the im- 
pression made, that at the beginning of the second term the number of students 
swelled to about two hundred. Mr. Page's heart was in this work. His interest 
was not a mere sordid, selfish, pecuniary one. His aspirations overleaped the 
lust for wealth, and he labored for " those more durable riches" which are the 
unfailing fruits of a life of devotion to the best interests of humanity. He had 
respect unto that " recompense of reward " which awaits the " pure in heart" 
and the " diligent in well doing." And that " recompense" was not long de- 
layed. The time of his departure came soon. The excessive and unremitting 
toils of the autumn vacation of 1847, so closely followed by the heavy and press- 
ing duties of the succeeding term, were more than a constitution like his could 
endure. His disease, pneumonia, assumed a more violent type, baffling the 
best skill of the medical attendants, until on the morning of January 1st, 1848, 
death closed the scene. 

We cannot more appropriately conclude this brief and imperfect sketch than 
with the following beautiful tribute to his memory from the pen of Mrs. Sigour- 
ney : 

Crowned by his Ahna Mater, from the post 
Of honor, or of care, remembereth well 
Whose strong, persuasive nature led him there. 
So thy first goal was gained. 

But for the next, 
The excelsior of thy creed ; — methinks, the first 
Involved the second ; for, to die like thee, 
Was but the climax of a lull success, 
Taking its last reward. 

Yes, such reward 
As waiteth those, who the young soul shall turn 
To righteousness — a name above the stars, 
That in the cloudless firmament of God, 
Forever shine. 



REV. MALCOLM MacVLCAR, Ph.D., LL.D. 

The subject of this sketch was born September 30th, 1829, in Argyleshire, 
Scotland, but came to this country with his parents and settled at Chatham, 
Canada, in 1835. His early years were spent at first on a farm, then at Cleve- 
land, Ohio, learning the trade of ship carpenter, but finally deciding to get an 
education, he, with his brother Donald, now Principal of the Presbyterian Col- 
lege, Montreal, P. Q. went to Toronto in 1850 and entered Knox College to 
study for the Presbyterian ministry, where he remained for two years. In the 
mean time his views of doctrine having undergone a change, he became connected 
with the Baptist denomination, and turned his attention to teaching and fiiting 
young men for the Toronto University, preaching occasionally, having been 
ordained to the Baptist ministry in 1856. 

On January 1st, 1855, he was married to Miss Isabella McKay, of Chatham, 
Canada, which proved for him a most fortunate connection. 

In 1858 he came to Rochester, N. Y., and entered the senior class at the Uni- 
versity of Rochester, ta*king his degree of B.A. the following summer. He im- 
mediately went to Brockport, in the same county, where he became a member 




MALCOLM McVICKAR. 



APPENDIX. 155 

of the faculty of the Brockport Collegiate Institute, then under the principalship 
of Dr. David Burbank. 

Here, with the exception of one year spent in the Central School in Buffalo, 
he remained until the spring of 1867, when that institution was transformed into 
a normal school, first as subordinate, then as associate principal, and from April, 
1864, sole principal of the school. 

He was a very successful teacher from the first, being full of energy and am- 
bitious to devise some new and improved method of illustrating and impressing 
the truth. Nor were the class-room walls the limit of his intellectual horizon, 
but he was constantly seeking some better plan of organizing the educational 
work immediately in hand and over the whole State. He was quickly recog- 
nized by the Regents of the University as one of the foremost teachers and 
principals of the State. In August, 1865, he, by appointment, read a paper be- 
fore the convocation of that body on Internal Organization of Academies (see 
Regents' Report for 1866, p. 2 of convocation minutes), which looked toward 
and proved the first step toward putting in practice Regents' Examinations in the 
academies, as a basis for distribution of the income of the literature fund. 

He was appointed by the chancellor, chairman of a committee of principals 
of academies to consider the practical workings and results of the system of 
Regent's Examinations just being instituted. His report with recommendations 
is found in Regents' Report for 1867, pp. 565-567. 

During these years of his connection with the Collegiate Institute, he took a 
lively interest in the subject of so-called Normal Training in Academies, and 
became convinced that the utmost that could be done for teachers' classes under 
the circumstances was too little to meet the needs of the common schools of the 
State. With the advice and co-operation of friends of education in Brockport 
and Rochester, and with the advice of Hon. Victor M. Rice, then State Superin- 
tendent, he proposed to the State Legislature of 1865-68 a bill authorizing the 
establishment of a normal and training school at Brockport, and proposing to 
transfer the Institute property to the State for that purpose upon very liberal 
terms. 

Upon conference with various parties interested in education, it was thought 
best to modify the bill so as to provide for four schools instead of one, and to 
lease the location of them to a board consisting of the Governor, State Superin- 
tendent and State officers and others. (See chap. 466, Laws of New York, 1866.) 
In this form the bill became a law. 

It immediately became necessary to adopt some definite plan of organization 
for the new schools, and to whom should Superintendent Rice turn for a plan of 
organization but to the man who had been foremost in advocating such schools r 

At his request Professor MacVicar submitted a plan, with which some slight 
modifications was adopted, and became the basis for the organization of all the 
schools under the law. 

The board having in charge the location of the schools, in consideration of the 
services of Principal MacVicar and his co-workers at Brockport in procuring the 
law, the very liberal offer of the professor and others interested in the Institute 
property, and of the village in respect to new buildings, very properly located 
the first school at Brockport, and Professor MacVicar became its principal. 

He immediately set at work to organize the new school, and opened it in the 
spring of 1867, having among the members of his faculty Professors Charles 
McLean, William J. Milne and J. H. Hoose, now the principals of the normal 
schools at Brockport, Geneseo and Courtland. The first year of normal school 
work, carried on as it was in connection with planning and supervising the 
erection of the new buildings, proved a very trying one to the principal, and his 
health gave way under the'pressure, so that he thought it best to offer his resigna- 
tion at the end of the school year of 1867-86. 

The State Superintendent, preferring not to lose him from the State, granted 
him a year's leave of absence instead of accepting his resignation. He took a 



156 APPENDIX. 

trip West during the summer of 1S68, and was invited to become superintendent 
of the schools of the city of Leavenworth, which he did, remaining there until 
the following April, and reorganizing carefully the schools from top to bot- 
tom, a work that had been neglected hitherto. His health rapidly growing firm 
again, he signified to Superintendent Weaver his readiness to return to this State, 
but thought it best not to take up again the peculiar burdens of the work at 
Brockport. 

A normal school having been located at Potsdam, St. Lawrence County, and 
being just about ready to open, he was invited to become its principal, and 
accepted. 

Resigning his position in Leavenworth he hastened to Potsdam, conferred 
with the Local Board of the school, took a rapid run through this, and one or 
two other States to meet applicants for positions in the faculty, gathered a corps 
of teachers, and opened his second normal school in about three weeks from the 
day he left Leavenworth. The Regents of the University welcomed him back 
to the State, and expressed their estimate of his ability by conferring upon him 
the degree of Doctor of Philosophy in the summer of 1S69, and his Alma Mater 
added an LL. D. the following year. 

The school at Potsdam was no sooner organized than he gave himself anew 
and persistently to the study of methods of instruction and the philosophy of 
education, for which he possessed a peculiar aptitude. 

Being encouraged by the other principals to work out his ideas into permanent 
shape for the general good, he constructed a number of mechanical devices for 
objective illustrations in arithmetic, physical geography and astronomy, and 
finally prepared a series of arithmetics with a view to a more logical explanation 
of all the principles and objective illustration of them so far as possible. Mean- 
while there arose a degree of friction between the academies and the normal 
schools of the State, which made itself felt in the legislative session of 1876 in a 
threat to cut off the appropriation from the normal schools, unless the academies 
were treated more liberally. 

At the next meeting of the normal school principals the matter was discussed, 
and the cause of the difficulty was felt to be in the double-headed management 
of our educational system. 

It was unanimously agreed that the remedy for existing difficulties was to be 
found in uniting the management of all the schools of the State under one head. 

Dr. MacVicarand Dr. Sheldon, of Oswego Normal School, were appointed by 
the principals to urge this view upon the Legislature at its next session. 

They conferred with a deputation of academy principals, and won their ap- 
proval of the plan proposed. 

The plan was then embodied in a bill and brought before the Legislature of 
1877, an d they spent much time in presenting its merits to the educational com- 
mittees of the Assembly and Senate and to many other members of both Houses, 
as well as to the prominent members of the Board of Regents and others. 

All approved it, and it seemed upon the point of becoming a law. But, alas ! 
the private interests of aspirants to the office of State Superintendent conflicted 
with it, and their influence prevailed over the good judgement of the whole State, 
so the measure was defeated. 

In the autumn of 1S80 Dr. MacVicar was invited to take the Principalship of 
the Michigan State Normal School at Ypsilanti, and finding it the only school of 
the kind in that State, and there being no diversity of interests in the educational 
management of the Slate, it seemed to offer an opportunity for something like 
ideal normal school work, so he accepted the position. 

He remained there, however, but one year, when being thoroughly worn 
down with hard work, and being urgently pressed to take a position in the 
facultv of the Toronto Baptist College, a theological institution just founded, he 
accepted, and is now Professor of Biblical Introduction and English Interpreta- 
tion and Polemical Theology in that institution. 




JOHN W. ARMSTRONG. 



APPENDIX. 157 

Dr. MacVicar is a man of intense earnestness, both intellectually and morally, 
and so as teacher and school manager left a distinct impress for good upon all 
the pupils with whom he came in contact, and even upon the entire community 
in which he worked. 

The science of pedagogics owes him not a little, and the educational system of 
the State of New York will bear distinct marks of his labor so long as it 
endures. 1 

JOHN W. ARMSTRONG. 

Dr. John W. Armstrong was born in Woolwich, England, September 20th, 
1812. /In 1S24 his father moved to Canada and settled in Quebec, where the 
doctor began his academic studies. He spent a short time at Ottawa as tutor in 
the family of the Governor of the Province. In 1837 he entered Cazenovia 
Seminary as a student, and in 1850 he was appointed to the chair of sciences in 
this institution, which position he held for four years. He was principal of the 
Susquehanna Seminary at Binghamton, of Amenia Seminary, of Falley Semi- 
nary at Fulton, and of Gouveineur Seminary for six years. 

In 1841 he was ordained a minister in the Methodist Episcopal Church, joining 
the Black River Conference. He occasionally preached as a settled pastor, and 
often, while teaching, occupied pulpits upon invitations. He acted as presiding 
elder on the Watertown District from 1864 to 1S66, and was a member of the 
General Conference in i860, 1864 and 1868. 

In 1865 he was constituted Head Master and Teacher of Sciences in the State 
Notmal and Training School at Oswego, which position he retained until 1869, 
when Hon. Abram B. Weaver, the Superintendent of Public Instruction, ap- 
pointed him Principal of the State Normal and Training School at Fredonia, 
N. Y., where he remained until his decease, Monday, August 12th, of the pres- 
ent year. Wesleyan University conferred upon him the degree of Master of 
Arts, and Genesee College that of Doctor of Divinity. Dr. Armstrong was the 
honored President of the Association of Normal School Principals of this State 
from 1869, the date of its organization. 

He was a man of rare intellectual endowments, and was by habit and desire a 
student in the highest sense of the term. While he was never under discipline 
of college teaching, yet he applied himself to study with so marked success that 
he arrived at great eminence as a linguist, scientist, psychologist, mathemati- 
cian, and artist. His mind was especially remarkable for its retentive powers. 
He also possessed superior powers of perception, and as a logician he took high 
rank. Because his attainments were both extensive and profound, he was 
widely consulted by authors, and he did much work as reader and censor for 
publishers. 

As an educator he was thoroughly inductive in his methods of study and prac- 
tice. His powers of imagination were so well developed that he could readily 
construct, when necessary, the required instruments for performing his experi- 
ments while pursuing his investigations in new and advanced fields of scientific 
research. As a student he was not only intense in his habits of thinking, but he 
was habitually under thorough self-control, and was always calm and composed. 
This enabled him to conserve his intellectual energies and to accomplish a max- 
imum of mental labor daily with the least expenditure of vital and nerve force. 
In disposition he was unassuming, retiring, and modest, shunning publicity and 
parade. He was always thoroughly dignified in his bearing, and candid in his 
conversation. As a companion he was genial, entertaining, instructive, courte- 
ous, kind-hearted, and never wounded the feelings of others whenever it could 
be avoided. He was patient with learners as long as patience was of any virtue. 
These traits of disposition marked his practice as a manager of schools. He 

1 Prepared by C. E. Bascom, Pastor Bap. Ch., Potsdam, N. Y. 



158 APPENDIX. 

always chose the hopeful side of the case, and exercised great leniency toward 
the refractor)'. Sometimes, perhaps, he erred on the side of leniency in disci- 
pline, when the good of the whole was considered. But even this error, if such 
it was, lay on the side of goodness of heart and kindness of sympathy. 

As a conversationalist he was almost without a peer, for he seemed equally at 
ease and ready in all fields of conversation, and with all classes of people. As 
a public speaker he was always interesting and instructive, never demonstrative, 
yet often eloquent. All who came in close contact with him loved him as a 
friend ; he was a true and valuable friend to all young people who were strug- 
gling with poverty and adversity for a nobler living. Especially should his 
encouragement of young men be noted. It was his constant practice to seek 
out and commend young men who were trying to rise to position in their pro- 
fessions. 

But it is as an educator in the State of New York that Dr. Armstrong will 
stand longest and brightest before the public. The following will illustrate his 
unselfish devotion to the profession of teaching : He steadily refused to leave 
his position in the Normal School at Oswego, which was much to his taste, until 
some of the leading educators in the State urged upon him that it was his duty 
to assume charge of the Normal School at Fredonia, because thereby his ability 
to aid the general cause of education would be vastly enhanced. His intense 
spirit of progress in studying educational processes led him occasionally, per- 
haps, to be in advance of his time in methods of teaching, as judged by the age 
in which he labored. While he was always true to his convictions of truth in 
educational matters, yet he was ever ready to learn the belter ways. His 
earnest and intelligent efforts to elevate and ennoble the profession of education 
— his profound comprehension of the theories of teaching — his skill as an 
experimentalist — his tenacity of purpose, his confidence that a brighter day is 
dawning upon the art and the science of education — all these joined to place 
him high among the men whose fame shall descend as a blessing upon their fel- 
low-men. The thousands who knew him but to love him will cherish his mem- 
ory, both in their recollections and in their living. 

The doctor published a number of very valuable addresses on educational 
subjects, and had been for years engaged upon a series of manuals based upon 
the philosophy of education. But it is feared that his manuscripts are left too 
incomplete for publication. He did much valuable work in institutes, both as 
conductor and lecturer. 

But however great as an educator, Dr. Armstrong will still stand highest and 
noblest as a cultured Christian man. During his illness he was a great sufferer, 
but no word of complaint escaped his lips. He was patient, thoughtful, tender 
and loving to the very last, although his strength only permitted him then to 
look his love to his friends and to his wife, whose devotion to him he so much 
appreciated. 

In concluding this brief memoir, which has been a labor of love for a dear and 
cherished friend, I append a copy of a resolution which has been approved by 
the members of the Association of Principals of the Normal Schools of the State 
of New York, of which association Dr. Armstrong was so long president. 

It having pleased God to remove from earth our dear friend and co-laborer. 
Dr. John W. Armstrong, therefore, 

Resolved, That we, his former associates, do hereby express our deep sorrow 
at his death and consequent loss to us as a co-worker ; that we unite in cherish- 
ing the memories of his worth as a friend, as a devoted and superior educator, 
and as a Christian man and gentleman ; and that we join in sympathizing with 
the bereaved friends of the deceased. 

State Normal and Training School, 

Cortland, N. Y., September 2d, 187s.' 

1 The above sketch from the School Bulletin is from the pen of Dr. James H. Hoose. 



APPENDIX. 159 

GEORGE R. PERKINS. 

Professor Perkins was born in Otsego County, in 1812. In 1831 he became 
teacher in Clinton Liberal Institute, and in 1838 Principal of Utica Academy. 
In 1S40 he began to publish a series of arithmetics, which he subsequently ex- 
tended through an entire mathematical course. At the establishment of the 
Albany State Normal School in 1844, he became Professor of Mathematics, and 
in 1848 he was elected principal. In 1852 he became Superintendent of Dudley 
Observatory, and has been since 1862 a Regent of the University. 

In the great consolidation of the railroads now composing the New York Cen- 
tral, accountants were in a hopeless muddle over the complicated calculations, 
when he was invited to bring order out of confusion. He at once prescribed 
simple methods of adjustment, and took sole charge of it, winning high encomi- 
ums from all familiar with his task. While John T. Clark was State Engineer 
he had the valuable assistance of Professor Perkins in his labors. With refer- 
ence both to our railroads and to our canals, he was thoroughly well informed, 
and to both he has contributed peculiar service. 

As an instructor, Professor Perkins was clear, earnest and thorough, but 
especially considerate, and always won the esteem and gratitude of his pupils. 
As an author in his specialty he early introduced practical methods, and as he 
saw his science clearly, tried to present it in its simple grace, in direct and clear 
language, often especially lucid and felicitous. In every trust he was conscien- 
tious, laborious and true. He died at Utica, August 22d, 1876. 

JOSEPH ALDEN, 

a lineal descendant of John Alden, of the Mayflower, was born January 4th, 
1807, at Cairo, Greene County, N. Y. He entered Brown University in Sep- 
tember, 1825, but passed the last year of his course at Union College, from 
which he graduated in July, 1828. He was two years a student in Princeton 
Theological Seminary, and taught for a like period in Princeton College. 

He served as pastor of the Congregational Church at Williamstown, Mass., 
for the year 1834, and the next year was appointed Professor of Rhetoric and 
Political Economy in William's College. From 1853 to 1857 he was Professor of 
Mental and Moral Science at Lafayette College, Pa., and for six years thereafter 
President of Jefferson College in the same State. He became President of the 
State Normal School at Albany in 1867, where he still remains. 

Dr. Alden received the degree of D.D. from Union College, and of LL.D. 
from Columbia College. He has written largely for the press, and has published 
Elements of Intellectual Philosophy, Science of Government, Chrislian Ethics, 
Political Economy and various other works. As an instructor, Dr. Alden ranks 
among the foremost of modem educators, being peculiarly gifted with the power 
of awakening thought as well as the ability to impress facts. He married the 
daughter of Rev. Dr. Gilbert Livingston, of Philadelphia, and has one son, W. 
L. Alden, on the editorial staff of the New York Times. 

CHARLES D. McLEAN, 

who has occupied the position of Principal of the Brockport Normal School for 
the past fifteen years, is a native of Ireland. He came to this country at an 
early age, and chiefly through his own exertions prepared for college and gradu- 
ated. He subsequently studied law and graduated from the Albany Law School. 
He practised law for several years in New York City. Having previously been 
very successful as a teacher, and a position being offered him to take charge of 



rbo APPENDIX. 

an academy in the western pait of the State, he took up his former vocation, and 
has since been engaged in the work. He was for two years Professor of Mathe- 
matics at Brockport under the Principalship of Mr. McMicar, and was then 
elected principal. He has also' t been employed, as his time permitted, as an insti- 
tute conductor, and has spoken and written much upon educational topics. 

H. B. BUCKHAM, 

Principal of the State Normal School at Buffalo, was born in Leicestershire, 
England, March 14th, 1829. His father was a Scotch Independent clergyman, 
and his mother was of English birth. He received his early education at home 
and in select schools in Vermont, and graduated from the University of Ver- 
mont in 1853. In early life Mr. Buckham was for several years employed in 
mercantile and agricultural pursuits, but has been for more than twenty-five 
years engaged in teaching. His contributions to literature have consisted 
mostly of lectures and addresses delivered at various educational and literary 
assemblies, and he has published an Analysis of Sentences and First Steps in 
Teaching. 1 

FRANCIS B. PALMER, 

Principal of the Normal School at Fredonia, was born at Parma, Monroe 
County, N. Y., September 29th, 1834. His parents were both natives of Con- 
necticut, and his grandfather was a Baptist clergyman. He received his pre- 
paratory education in the common schools, and graduated at the University of 
Rochester and at the Rochester Theological Seminary. In addition to the usual 
college degrees, he received in 1879 the degree of Doctor of Philosophy. - 

JAMES M. CASSEIY, 

now Principal of the Albany Academy, was born in Chautauqua County, N. Y., 
October 5th, 1833. He prepared for college at Fredonia, and graduated from 
Harvard in the class of 1856. He was Principal of the Derby Academy, Hing- 
ham, Mass., for three years, Superintendent of Dunkirk Schools until 1864, and 
taught in the Fredonia Normal School for the sixteen years following. He was 
appointed Principal of the State Normal School at Cortland, and held the posi- 
tion until the decision of the Court of Appeals reinstated Dr. Hoose. Professor 
Cassety's attitude during the Hoose-Gilmour controversy was such as to win h ; m 
the sympathy and respect of all parties. On the resignation of Principal Gates, 
he was elected to the position of Principal of the Albany Academy. 

WILLIAM J. MILNE, 

the present Principal of the Geneseo Normal School, was born in Forres, Scot- 
land, May 26th, 1842. He came to this country when about nine years of age. 
He passed a portion of his boyhood in working on a farm, attending common 
schools, and also spent three years as clerk in a store. 

Leaving the district school he began preparing for college in Holley Academy, 
and completed his preparation at the Brockport Collegiate Institute. He gradu- 
ated from the University of Rochester in the class of 1868. The degree of Ph.D. 

1 From Public Service of the State of New York, by permi.-sion of W. B. Moore, associate editor. 

2 Ibid. 



APPENDIX. iCi 

was conferred upon him by his Alma Mater, and he received the degree of LL. D. 
from Indiana Asbury University. 

Dr. Milne has had a varied and progressive experience as a teacher, having 
taught successively in district schools, Holley Academy, Brockport Collegiate 
Institute, Rochester Collegiate Institute, Brockport Normal School, and was 
eleued Principal of the Normal School at Geneseo in 1871. 

Professor Milne has performed considerable work of an educational character 
both as a writer and speaker. He is the author of a series of mathematical text- 
books published by Jones Brothers & Co., of Cincinnati, was one of the editors 
of the Peoples' Cyclopedia, and has contributed numerous articles of value to 
periodicals. 

Personally he is known to his pupils, associates and friends as an earnest and 
affable gentleman, clear in expression, unpretentious yet dignified in manner, 
and as having opinions of his own. 

THOMAS /. MORGAN. 

His ancestors came from Wales and settled in Virginia. General Morgan, of 
Revolutionary fame, was of the same stock. His father was born in Tennessee, 
and in 1816 moved to Indiana while it was yet a wilderness £nd inhabited by 
the red man. He was a preacher and a man of great excellence, who in that 
early day did a good work in behalf of temperance, Bible societies, Sunday- 
schools, missions and education. His grandfather was a member of the Ken- 
tucky Legislature. His father was a member of the Indiana Legislature. His 
uncle, a major-general, was for thirteen years in the Indiana Senate. His 
brother, Alexander, was a member of the Illinois Legislature and a judge in 
Nebraska. 

Professor Morgan was born in Franklin, Indiana, August 17th, 1839. He- 
was educated at Franklin College, receiving from his Alma Mater the degrees of 
A.B. in 1861, and A.M. in 1804, which degree he also received from Wabash 
College. While in college he taught district school three terms. 

In April, 1S61, he enlisted, for three months, as a private in the Seventh Indi- 
ana Infantry, and served in western Virginia under General McClellan, particu- 
larly in the battle of " Carrick's Ford." At the expiration of his time he ac- 
cepted the place of principal of the graded school in Atlanta, 111., and taught 
one year. In August, 1862, he re-entered the service as First Lieutenant in the 
Seventieth Indiana Infantry (Colonel Ben Harrison), and remained in the army 
until August, 1865, being promoted to major, lieutenait-colonel, colonel, and 
brevet-brigadier-general. At the battle of Nashville he opened the fight on the 
left, under Steadman, with two brigades and a section of artillery. He organ- 
ized the Fourteenth, Forty-second, and Forty-fourth Regiments of U. S. Colored 
Infantry? and organized and commanded the First Colored Brigade of the Army 
of the Cumberland. A correspondent of the Madison (Ind.) Star relates the fol- 
lowing anecdote of Colonel Morgan and his Colored Brigade. 

" We were detailed on that day, with about ten men, to go over on the north 
side of the river to gather corn for the horses of Co. H., Tenth Indiana Cav- 
alry. When on the pontoon bridge, we met, not a regiment of colored troops, 
but a brigade composed, we think, of three regiments. At their head was a 
slender white officer, then not twenty-four years of age, with all the bearing of 
a military hero. There was the face of a youth, but the heart of a man. As we 
stepped to one side to let the ' dusky sojers ' pass, we heard such remarks as 
these : 

" ' We'll show Mas'r Rebels dat niggahs can fight ; ' ' Whar Colonel Mo'gan 

goes, we goes ; ' ' We make Johnny Reb's turn up dey toes.' We, like many 

others, were a little doubtful about the fighting qualities of the negro soldiery, 

but our doubts were soon put forever to rest. We passed over the bridge, and 

II 



162 APPENDIX. 

mounting our horses started up the river to a cornfield, nearly opposite the 
battery spoken of by Captain Bunnelle. Colonel Morgan reported at once to 
General Granger, and received the order to ' spike the guns.' He formed his 
Black Brigade and started at once. We do not believe it was half an hour after 
he left the train on the north side of the river, till he and his command were 
making one of the best executed movements we have ever seen. On they went, 
giving out sounds, but singing courage in. Over the high ground, across the 
ravines, till scaling the earthworks of the enemy, the work was accomplished, 
and the return made. From our position across the river we could distinctly 
see every movement. It was laughable to hear the darkies relate, after their 
return, incidents of the charge. One young fellow said with a great deal of 
gusto : ' One Johnny hid in his nest, but I prodded him with my bayonet, and 
whew ! didn't he yell.' " 

In September, 1865, he entered the Rochester Theological Seminary and grad- 
uated in 1868. Meantime he attended President Anderson's lectures in meta- 
physics before the Seniors of the University. After graduating he served three 
years as Secretary of The New York Baptist Union for Ministerial Education. 
In 1872 he became President of the Nebraska Stale Normal School. In 1S74 he 
accepted a professorship in the Baptist Theological Seminary in Chicago. In 
1881 he became Principal of the Potsdam State Normal and Training School. 

In 1874 General Grant appointed him a member of the Board ol Visitors to 
West Point. Chicago University conferred on him the degree of D.D. in 1875. 

In 1880 he went twice to Europe, spending ten momhs in study and travel — 
four months in the University of Leipzig. In 1882 he was elected a member of 
the National Council of Education. 

He has written and published a number of excellent articles on educational 
topics. He was married in 1870 to Caroline, daughter of Hon. Frederick Starr, 
of Rochester, N. Y. He has one son, a lad of ten, and one half years. 

EDWARD PAYSON WATERBURY % 

son of Rev. Daniel Waterbury and Mary Lewis Grant, was born in Franklin, 
N. Y., May 10th, 1831. His early life was spent in Franklin, Warsaw, Delhi 
and Middletown, Delaware County, N. Y. He graduated at the State Normal 
School in 1849, and immediately took charge of the mathematical department of 
the Fergusonville Boarding Academy, where he remained three and a half years. 
He then became Principal of Public School No. 3 in Hudson. N. Y., where he 
remained four years. Thence he went to Albany, N. Y., filling the chair of 
Professor of the English Language and Literature in the Albany Academy for 
thirteen years. For the next fourteen years he was General Agent and Attorney 
for the New York Branch of the Massachusetts Mutual Life Insurance Com- 
pany ; was member of the Executive Committee of the State Normal School. 
In June, 1882, he became President of the State Normal School. Many years 
ago Union College conferred upon him the degree of A.M. He is author of a 
book on Life Insurance, which gives a popular explanation of the science. He 
has been for many years a Trustee of the Albany Academy and a member of the 
Military Committee of the Board. At the last University Convocation he read 
a paper on Military Drill in the Higher Educational Institutions of the State ; 
it is published in the official report of the Regents. 

He is now engaged in preparing a Historical Catalogue of the State Normal 
School for the first thirty-eight years of its existence. 

OSCAR F. STILES 

was born at Wilton, north of Saratoga Springs, where his father owned and 
occupied a farm, and where the subject of this sketch lived until he was twenty 




GEORGE V. CHAPIN. 



APPENDIX. 163 

years of age, working on the farm in summer and attending the district school 
winters. During two winter terms of this period, however, he taught the dis- 
trict school. 

He then attended the Green Mountain Liberal Institute for a time. Being 
offered the situation of teacher of the public school in the village of Schuyler- 
ville, he accepted the position, and remained there nearly six years. He then 
took charge of Public School No. 1, Saratoga Springs, and was principal of that 
school for seven years. 

Having been nominated and elected School Commissioner for the Second As- 
sembly District of Saratoga County, Mr. Stiles performed the duties of the office 
so satisfactorily to the district that he was elected for a second term. At the 
end of six years' work as commissioner he closed his career as an educator, 
various considerations constraining him to change his occupation, not the least 
of which was threatened ill-health. 

Since leaving the profession, Mr. Stiles has been engaged most of the time in 
mercantile pursuits. 

EDWIN A. McMATH 

was born at Three Rivers, Michigan, October 21st, 1849. He graduated at 
Hamilton College in 1S70, ranking third in a class of forty students. He was 
Principal of Lawrenceville Academy (St. Lawrence County, N. Y.) one year, 
1870-71. 

The following year he was elected and served as Professor of Greek and Latin 
in the State Normal School at Bloomsburg, Pa. 

Elected School Commissioner for the First District of Monroe County, N. Y., 
in the fall of 1872, he performed the duties of that office for three years (1873-75). 
He was chosen President of the State Association of School Commissioners and 
Superintendents at Syracuse in 1874, and was re-elected for the next two terms. 

On the expiration of his term of office as Commissioner, he declined a re- 
nomination, and abandoned educational work for a profession whose pay is not 
supposed to include so many thanks or blessings of the rising generation — the 
law. 

While Commissioner of Schools, Mr. McMath's efforts were exerted largely in 
the direction of elevating the standard of teachers' qualifications. He talked 
and wrote with this object in view, and his co-laborers bear witness that his 
efforts were by no means in vain. Commissioner McMath contributed numer- 
ous articles to the current literature of the day, and his name was frequently 
found on the programmes of county and State associations. 

After leaving the educational field he practised law in Rochester till the spring 
of 1881, when, his health failing, he passed three months in the Adirondacks 
and nine months in California and other parts of the West, endeavoring to find 
relief from the threatenings of pneumonia. He has lived in the West since, and 
is now located on a cattle range in western Kansas. Any teacher who should 
desire to compare results in the study of climate and its influence on health (a 
subject most teachers are deficient in), would do well to write to Commissioner 
McMath at his present address, Farnsworth, Lane County, Kansas. 

GEORGE V. CHAP IN 

was born in Canandaigua, September 24th, 1845. He is a great-grandson of 
General Israel Chapin, who was an aide-de-camp to General Washington, and 
the first Indian agent in western New York. His father, Henry Chapin, was 
formerly a merchant in Canandaigua. 

Early in life deprived, by death, of his father's counsels and assistance, the 



1 64 APPENDIX. 

son, largely through his own exertion and application, supported and educated 
himself, completing his studies in that time-honored institution, the Canandaigua 
Academy. He taught in district schools during the winter season for several 
years, employing the remainder of his time in attending school, and the summer 
vacation in farm work. He had charge of the public schools in the villages of 
Clifton Springs and Canandaigua, for a number of years, when, his health fail- 
ing, he left school work, and for two years was engaged in the real estate busi- 
ness in Cleveland, Ohio, and in a railway enterprise in West Virginia. Tn 1874 
he returned to Ontario County, and the next year was elected School Commis- 
sioner in the eastern district of that county, being the first Democrat to hold the 
office in that district. His administration of school affairs was so favorably 
received- that on the expiration of his term he was again elected, by a majority, 
over three opposing candidates. In 1877, though already holding a State certifi- 
cate, he submitted to an examination and received the first State certificate 
granted to a School Commissioner upon this plan and for three years was the 
only Commissioner in the State holding such a document. 

Mr. Chapin has been an active member of educational associations, and read 
papers upon important questions, particularly before the State Assocation of 
School Commissioners and City Superintendents, among which was one advo- 
cating a plan for the grading of public schools, another upon Commissioners' 
qualifications, and, in behalf of that body, he presented to the Legislature of 
1880 a bill requiring certain qualifications for persons to be eligible to the office 
of School Commissioner. He was for two years Vice-President, and in 1881 
President of this same Association. His address is spoken of as being full of 
progressive and practical suggestions relating to changes in our present school 
system. 

In the year 1870, upon his motion, and largely through his efforts, the Ontario 
County Teachers' Association was formed, and with the exception of his two 
years' absence from the county, he has been one of its ablest supporters. 

EDWARD WAIT. 

Edward Wait was born in Pittstown, Rensselaer County, 1838. He attended 
country schools until twelve years of age, then worked out by the month sum- 
mers, and for his board winters, and attended school. When sixteen years of 
age he commenced his career as a teacher, teaching winters arid attending acad- 
emies in the summer, first at Poultney, Vt., afterward at Carlisle, Schoharie 
County. 

In 1856 he went to Kentucky and taught one year in an academy at Washing- 
ton, in Mason County, and subsequently was teacher there in a private family, 
and prepared two young men of the family for college. He then went to Car- 
bondale, 111., where he pursued the study of law for a year, when he was ad- 
mitted to the bar, and went to Minnesota to settle permanently. In three 
months' time after reaching there the cival war broke out, and he enlisted in the 
Second Minnesota Infantry. He was with the Army of the Cumberland in all 
its marches, and at the end of a year was made second lieutenant, detached 
from his regiment and placed in the Engineer Corps, where he remained a year 
and a half, when, at his own request, he was returned to his regiment. He was 
in the battles of Mill Springs, Pittsburg Landing, Corinth, Perryville, Chicka- 
mauga, Mission Ridge, and the continuous battle from May 7th till August 31st, 
on the Atlanta campaign. Having served two months beyond his enlistment 
for the sake of getting into Atlanta, he returned to Rensselaer County. 

Feeling that his law studies would all have to be gone over again, he dropped 
the legal profession and again commenced teaching. In 1878 he was elected 
School Commissioner in his district by a majority of 1400, and was again elected 
in 1SS2 without opposition, being the nominee of both parties. 



APPENDIX. 165 

JOHN V. L. PRUYN 

was born in Albany, N. Y., in 1811. He was educated at the Albany Academy, 
and was admitted to the bar in 1832. He was appointed Master in Chancery by 
Governor Marcy ; was chosen a director and counsel of the Mohawk and Hud- 
son Railroad Company in 1835, and afterward became treasurer of the New 
York Central. In 1831 he became associated with the Albany Institute, the 
oldest scientific society of the State, and from 1855 till his death was its Presi- 
dent. 'He was elected a member of the Board of Regents of the University of 
the State of New York in 1844, and in 1862 became Chancellor of the Uni- 
versity. 

In a memorial, read at the time of his death, before the Board of Regents, 
Regent Pierson said : 

" While it may be well said that in his office of Regent and Chancellor, as in- 
deed in all his many public functions, he honored and magnified his office, 
every member of this board can testify how unassumingly he did so. He did it 
as the merit of the office and not of himself, and without ostentation, and with- 
out seeming to think of himself more highly than he ought to think. He was a 
model as a polished private gentleman in his proper respect for all those who 
were brought into personal or official relations with him, never repulsive, never 
censorious, always accessible and amiable, always on the high level of his social 
position, of his character and of his official station, only by appointment////////.? 
inter pares." 

He was a member of the State Senate in 1862 and 1867, and of Congress in 
1863-65, and in 1869-71. 

Mr. Piuyn suggested the organization of the State Board of Charities, and was 
its President at the time of his death. He was also President of the Board of 
Commissioners of the State Survey. 

He received the degree of Master of Arts from Rutgers College, and that of 
Doctor of Laws from the University of Rochester. He had devoted much time 
to the advancement of the educational interests of the State, and to its institu- 
tions of charity. He also took much interest in questions of political science, 
and was a delegate to the recent International Code Congress held at Hague, in 
Holland. He died at Clifton Springs, N. Y., November 21st, 1877. 

HENRY R. PIERSON. 

Chancellor Pierson was born in Charleston. Montgomery County, June 13th, 
1819. His early opportunities for education were only such as could be found 
in the country schools of ihe time. It was not until he was twenty-one that he 
was able to enter upon his matured purpose to secure a liberal education. This 
he was able to do solely by his own efforts. During his preparation for college, 
he served as teacher in the Washington Academy at Salem and in other schools. 
He entered Union College in 1843, and graduated in 1S46. This was the golden 
age in the history of Union College. Dr. Nott was still in possession of his 
transcendent powers, and impressed himself on all who came under his instruc- 
tion. Dr. Alonzo Potter, who became Bishop of Pennsylvania in 1845, was, in 
the first years of Mr. Pierson's attendance, still the admired Professor of Moral 
Philosophy. The class of which he was a member, numbering more than one 
hundred, contained an unusual number of men who have since risen to emi- 
nence. Ex-Governor John T. Hoffman, Howard Potter, of New York. John 
M. Gregory, LL.D.. President of the- Illinois Industrial College, Rev. Dr. Ran- 
kin and Professor Welch were of the number. After graduation Mr. Pierson 
studied law with Little & Campbell, of Cherry Valley, and with Gilbert M. 
Speir, of New York, and was admitted to the bar in 1848. He formed a part- 



1 66 APPENDIX. 

nership with Hon. Abijah Mann, which continued for several years. In 1849 
he took up his residence in Brooklyn, where he continued until in 1869 he 
removed to Chicago. In Brooklyn he was conspicuous in all the duties of a 
good citizen. He was for many years a member of the Board of Education, 
and gave both time and energy to the performance of his duties. He was 
chosen Alderman of his ward and President of the Board. In 1866 he was 
elected State Senator from his district, and filled the position with signal ability. 
Mr. Pierson became President of the Brooklyn city railroads in i860 ; Finan- 
cial Agent of the Chicago and North western Railroad in 1869 ; Vice-President, 
of the same road shortly afterward ; and Resident Director of the New York 
Central Railroad at Albany in 1S75. In 1873 he was a Member of Assembly 
and Chairman of the Committee on Cities. He has held the offices of Trustee 
of Union College, of the Albany Medical College and of the Dudley Observa- 
tory. He was elected Regent in place of the Hon. Erastus Corning, and en the 
death of Chancellor Benedict was elected Chancellor. 1 

DAVID MURRAY. 

David Murray, the present Secretary of the Board of Regents, has devoted his 
life to the work of education. He was born in Bovina, Delaware County, in 
1830. His parents were Scotch of the old clan Murray, which occupied Perth- 
shire. They came to America in 1818, and joined the Scotch colony which 
already was numerous and thriving on the upper tributaries of the Delaware 
River. David Murray and his elder brother William, now one of the Justices 
of the New York Supreme Court, were educated at the Academy at Delhi. 
Afterward he finished preparation for college at the Fergusonville Academy and 
entered the Sophomore Class of Union College. He graduated in 1852 with a 
high reputation for scholarship. Immediately after graduation he became an 
assistant in the Albany Academy, and a few years later Professor of Mathemat- 
ics. In 1857 he was appointed Principal of this institution, which under his 
charge reached a high state of prosperity and efficiency. In 1863 he was elected 
Professor of Mathematics and Astronomy in Rutgers College. Here he built 
up a reputation as a teacher and as a successful administrator of educational 
affairs. 

In 1872 an important embassy was sent out from Japan to establish relations 
with foreign countries and study the institutions of western civilization. They 
were especially charged with the duty of investigating foreign education and of 
devising plans for their country. In the task of collecting and studying educa- 
tional information, Professor Murray was called in to aid them ; and so efficiently 
and satisfactorily was this done, that he was invited by them to go out to Japan 
to assist the Government in introducing a system of national education. He 
went in the spring of 1873, and remained in the service of the Government until 
the winter of 1879. His official position there was Superintendent of Educa- 
tional Affairs. His work consisted in aiding and advising the Department of 
Education in establishing a system cf education. He was able to see, before his 
departure, this great woik in successful course of fulfilment. 

In connection with the Centennial Exhibition at Philadelphia, Mr. Murray 
returned to the United States as an accredited agent of the Japanese Depart- 
ment of Education, and spent a year in collecting educational information and 
material for the Museums of the Department. He left the service of the Gov- 
ernment in the winter of 1879, receiving every mark of respect which the Gov- 
ernment could bestow, and was decorated by the Emperor with the Japanese 
Order of the Rising Sun. Returning through China, India, Egypt and Europe, 
he arrived home in the autumn of 1879. Soon after his return, on the retire- 

1 From Public Service of the State of New York, by permission of W. B. Moore. 



APPENDIX. 167 

ment of Dr. S. B. Wool worth, he was appointed Secretary of the Board of 
Regents. He also holds the position of Secretary and Treasurer of the State 
Normal School at Albany. 

Mr. Murray received from the Board of Regents in 1863, the honorary degree 
of Doctor of Philosophy. In 1S73 the Trustees of Rutgers College conferred on 
him the honorary degree of Doctor of Laws, and in 1874 the Trustees of Union 
College, his Alma Mater, honored him with the same degree. Mr. Murray has 
been a frequent contributor to periodical literature, and is the author of many 
occasional addresses. His Manuel of Land Surveying was published while he 
was Professor of Mathematics in Rutgers College. He is one of the contribu- 
tors to Mr. Mori's book on Education in Japan, and prepared for the Philadel- 
phia Centennial Exhibition the volume on Japanese Education. He published, 
in Saibner's Magazine, in 1873, a popular exposition of the Transit of Venus. 
He prepared and published in 1875 an open letter to Congress and a pamphlet 
on the subject of the restoration of the Japanese Indemnity. In 1S80 he de- 
livered the annual address before the Albany Institute on Industrial and Mate- 
rial Progress, illustrated by the History of Albany. In the same year he read 
before the State Teachers' Association a paper on Examinations, their Uses and 
Abuses. 1 

DANIEL JOHNSON PRATT. 

Daniel J. Pratt, Assistant Secretary of the Regents of the University, was 
born in Westmoreland, Oneida County, March 8th, 1827. He is the only child 
of Amasa Pratt and Mary Littlejohn, and is ninth in descent from William 
Pratt, who immigrated from England, and died at Saybrook, Connecticut, in 
1678. On his mother's side, Mr. Pratt, the Right Rev. Abram N. Littlejohn, 
Bishop of Long Island, and Hon. De Witt C. Littlejohn, of Oswego, are mutual 
cousins. His education was first in the district school, then in a select school at 
Hampton, then in the De Lancey Institute, and finally in Hamilton College, 
from which he graduated in 1851, with all the honors to which he was eligible. 
Among his classmates were Charles Dudley Warner and Hon. Abram B. 
Weaver, late Superintendent of Public Instruction of the State of New York. 
He was teacher of mathematics in the Fredonia Academy from 1851 to 1854, 
and Principal of the same from 1854 to March, 1864. At this latter date he 
entered the service of the Christian Commission, and spent five months with the 
Army of the Potomac, in Virginia, a portion of this time in charge of the commis- 
sion work in the Fifth Army Coips. In October, 1S64, he was appointed to a 
clerkship in the office of the Board of Regents, and in January, 1866, was pro- 
moted to the then new office of Assistant Secretary, which position he still 
holds. 

Mr. Pratt has devoted himself to the duties of this position with intelligence 
and unwearying assiduity. Much of the work of the office devolved upon him, 
especially that relating to the Regents' Examinations. 

Mr. Pratt has conducted many important historical researches and compiled 
and written various works of value. Annals of Public Education and The New 
York Society of Associated Teachers are among these. He has been Secretary 
of the Albany Institute and Clerk of the New York State Survey since its organ- 
ization. Mr. Pratt received the honorary degree of Doctor of Philosophy from 
the Board of Regents in 1S74, " in consideration of services in the cause of edu- 
cation and eminent scholarship." In 1855 he married Ann Eliza, eldest daugh- 
ter of the late Rev. Roswell P. Whipple, of Berkshire County, Mass. They 
have two daughters and one son who, together with Mr. Pratt's parents, still 
living after a union of more than sixty years, compose his household.' 2 

1 From Hist. Pub. Service of the State of New York, by permission of W. B. Moore 

2 Ibid. 



168 APPENDIX. 

REV. ALONZO FLACK. 

Alonzo Flack, President of the Hudson River Institute and Claverack Col- 
lege, was born in the town of Argyle, Washington County, N. Y., September 
igth, 1823. His parents were of Scottish Irish lineage and training ; zealous 
Presbyterians, they were active and honored members of the Church, and re- 
spected accordingly in the community where their wholesome influence was 
exerted and felt. Dr. Flack's father and grandfather were officers of the Argyle 
Church, and as such maintained the order and faith of the apostolic age. 

His academic career began in the High School of his native village, where, 
under competent instructors, he was carefully prepared for college. He gradu- 
ated from Union College in the year 1849, whence he proceeded to the Theolog- 
ical Institute at Concord, N. H., since removed to Boston. Prior to his leaving 
college he had been duly licensed as a preacher of the Word, by Methodist 
authority. His studies at Concord, consequently, were but supplementary to his 
previous acquisitions. 

In the year 1S50, he entered upon his life career as an educator of youth, 
wherein he has attained high honor and great usefulness. About that time the 
Methodist denomination began its great enterprises in behalf of both popular 
arrd classical education. Finding that its power could not be maintained and 
extended without liberal provisions for educational institutions, that large eccle- 
siastical body moved forward to lay the foundation of new universities, colleges 
and seminaries. 

Among the popular schools opened in this State, was that at Charlotteville, 
Schoharie County, under the care of the New York Conference. Dr. Flack was 
its first principal. It began its first term in 1850, and counted 300 pupils the 
first year. In its fourth year it numbered 800 pupils — 700 of whom were 
boarded in the seminary buildings. Such a measure of success was without a 
previous example in this country. People from various parts of the State visited 
Charlotteville to study the methods which Dr. Flack pursued, and thus many 
eyes were fixed upon him as a pioneer. While the institution over which he 
presided with such admirable prudence and practical efficiency stood up in the 
light and splendor of its own signal prosperity, its buildings were suddenly con- 
sumed by fire, and the ashes of desolation rested on all their pleasant places. 

One of the results of that calamity was the removal of Dr. Flack from Char- 
lotteville to Claverack. 

The Hudson River Institute has had an average of 412 pupils per year, for 
seventeen years in succession. About 4250 young people, within this period, 
have enjoyed the large advantages which its accomplished faculty have afforded 
them. Now and then the number of boarders and of day scholars would exceed 
500. We have given above the exact average from authentic sources. Like an 
abundant fountain, the institute has sent forth its gladdenirg streams over all 
the land, and over Columbia County it has made its quickening power felt, to an 
extent which passes computation. Such an institution is worth more to a county 
than would be the richest gold mine ever opened. 

Dr. Flack has in a pre-eminent degree a " talent," if not " ten talents," of the 
rare art of government. 

As a result of his method and experience, he is able to say that he has never 
had a case of noteworthy insubordination in his school. His authority being 
rational, sympathetic, candid and firm, his school is like a well-ordered family. 
Dr. Flack is a Methodist, with a Scotch Presbyterian training underneath his 
ecclesiastical costume. He is attached to the church in which he is a minister, 
but he is neither a bigot, nor even a sectarian. He aids in the support of the 
Reformed Church inClaverack, as well as of the Methodist, and his faculty are 
selected from all evangelical denominations. 1 



By Rev. E. S. Porter, D.D., Pasior First Reformed Church, Brooklyn, E. D. 



APPENDIX. 169 

GEORGE R. CUTTING 

was born in Belmont, Mass., October 9th, 1848. He graduated at Waltham, 
Mass., High School in 1867, and at Amherst College in 1871. Immediately after 
graduating he took the position of Master of the Saratoga High School, which 
he retained for one year ; during this time he did some literary work for the 
Daily Saratogian. In 1872 he organized the Waterville Union School and Acad- 
emy, and has retained the position of principal since that time. During all this 
period he has also been in the employ of the Utica Daily Herald, has written 
numerous articles for educational associations and for the press. An illustrated 
article on hop-raising, which appeared in Harper's Weekly, attracted consider- 
able attention, and was of more than usual interest to the readers of that usually 
interesting paper. His penchant for literature is noticeable also in the fact that 
the pupils of his school have sustained two periodicals for a number of years— 
Irving Standard and Whittier Gazette— \s\i\zh. were united in the spring of 1882 
and called the Academic Union. 

In the last number appeared a commendatory letter from the poet Whittier. 

Mr. Cutting was one of the foremost in organizing the Inter- Academic Union, 
of which he has written and published a history, and has served in various 
capacities as secretary and president of that organization for a number of years. 
He has also been an active participant in the University Convocation, and a 
member of the Executive Committee of that organization. 

He is a firm supporter of the Regents' Examination, and has read papers in 
advocacy of its value to the schools of the State. 

SHERMAN WILLIAMS, 

now Principal of the Union School at Glens Falls, N. Y., was born in the town 
and county of Otsego, State of New York, November 21st, 1846. Like many 
of our teachers his early life was spent upon a farm. In his nineteenth year he 
began, as the custom was, to teach winters, still working on the farm, summers. 
This he continued until his twenty-third year, when he taught through the sum- 
mer as well, and entered the Albany Normal School in the fall. He graduated 
in June, 1871, and the following September began teaching at Little Neck, 
Queens County, L. I., where he remained until the following April, when he 
took charge of the public schools at Flushing, where he remained until June, 
1882. He was always an active member of the teachers' associations of the 
county in which he taught, and was once Vice-President of the State Teachers' 
Association. He has been an active member of the Inter-Academic Literary 
Union, and was for several years a member af its Executive Committee, and 
was President of the organization in 1879-80. 

DR. GEORGE A. BACON, 

Principal of the Syracuse High School, was born at Webster, Mass., January 
17th, 1847. After fitting for college at Nichols Academy, Dudley, he entered 
the Sophomore Class at Brown University, and was graduated in 1867. The 
following year he took charge of the Academy at Derby, Vt , and afterward of 
the High School in Gardner, Mass. The two succeeding years were spent by 
Dr. Bacon in study in this country and in Germany, whence he was suddenly 
recalled by the death of his father. 

In the summer of 1S71 he married, and that fall accepted a position as In- 
structor in Mathematics and History at the Brooklyn Polytechnic Institute. A 
tendency to throat troubles, aggravated by the climate, caused him to remove to 
Syracuse in 187.J, where he became Instructor in the Classics and German in 



170 APPENDIX. 

the High School. Three years afterward a move to retrench expenses caused 
Mr. Bacon to be dropped, and he at once accepted an engagement with the 
enterprising and well-known firm of Ginn '& Heath, of Boston. His work 
obliging him to travel continually, he formed an intimate and extensive 
acquaintance with schools and educators in four States, and he now speaks of 
the fourteen months spent in this way as among his most valuable and highly- 
prized educational opportunities. 

The Principalship of the Syracuse High School becoming vacant in 1878 by 
the resignation of Mr. Thurber, the Board of Education unanimously tendered 
the place to Dr. Bacon. Under him the school has regained and holds the third 
place among the High Schools of the State. 

In 1879 Hamilton College conferred upon Dr. Bacon the degree of Ph.D., and 
for the year 1881-82 he was President of the New York State Inter-Academic 
Union. 

JOSEPH E. KING 

was born in Laurens, Otsego County, N. Y., November 30th, 1823, the son of 
Rev. Elijah King, a Methodist clergyman, and a member of " the old Genesee 
Conference," until, his health failing, he located, purchasing a farm in Otsego 
County, amid the friends he had known as an itinerant. 

Until ten years of age, a constant attendant at the public schools, at that time 
transferred to the store of his father — who had become a merchant — he was 
made clerk and assistant book-keeper. 

At the age of thirteen, for a few months in a dry-goods store in Albany, he 
th£n rejoined the tamily, who " went West," as far as Girard, Erie County, Pa., 
where, with an interval of a single term only in a select school, he was kept at 
the business of clerking in the village store until the age of seventeen. At this 
period the desire for better educational advantages so inflamed him that he 
wrote to his parents an argument of four pages of foolscap, which quite con 
vinced them that he must be permitted and encouraged to prepare for and go 
through college. The preparation was at once begun at the Grand River Insti- 
tute, Austinburg Ohio whither the family moved to make for him a home. 

The father's health being injured by the lake winds, in the hope of repairing 
it, the family returned to " the East," residing at Cambridge, Washington 
County, N. Y., where, in 1847, died, at the age of sixty-one, Rev. Elijah King. 

The student, following the family home in 1843, entered Poultney Academy, 
then under Rev. Jesse T. Peck (now Bishop), to prepare for advanced standing 
in college. In 1844, admitted to the Sophomore Class in Wesleyan University, 
he took rank among the foremost of his class, despite the fact that he had to be 
absent each winter in the Grammar School of Glastenbury, which he taught. 
Both from necessity and choice, he began school teaching at the age of seven- 
teen, and has never been relieved from this work since. At the junior exhibi- 
tion of his class he was'appointed to the Latin salutatory (in the temporary ab- 
sence of the future valedictorian), the first honor of the class. In his senior year 
he was elected to the Phi Beta Kappa. Graduating from Wesleyan in 1847, in 
the class which produced Orange Judd, Senator Cole, of California, and Bishop 
Andrews, he accepted an engagement "to teach Latin and Natural Science at 
Newbury Seminary, Vermont, the conference seminary at that time. 

In 1848 he was made principal of the seminary. Though among his predeces- 
sors had been such men as Rev. Drs. Hinman, Adams and Hoyt, and Bishop 
Osman C. Baker, yet during the reign of Professor King this seminary enjoyed 
its highest intellectual and financial prosperity. He paid its debts, recon- 
structed its chapel and class-rooms, built its public fountain, and brought the 
roll of its adult students up to 325 in attendance at the time of his retiring, in 
November, 1853. 

During the time of his principalship at Newbury, beside his seminary lectures, 



APPENDIX. 171 

he preached in the various pulpits of the Connecticut Valley 516 times. He 
enjoyed the privilege at this time of aiding the State in securing the Maine law. 

Accepting a call to his native State, he assumed the Principalship of Fort 
Plain Seminary, New York, and in November, 1853, five days after his term 
closed at Newbury, he opened its first term, all its rooms filled with students. 
During this year at Fort Plain, beside the lecturing of his position, his register 
shows that he preached fifty-nine times in twenty-three different pulpits. 

It being n contemplation to erect at Fort Edward an institution on a grander 
scale than any existing boarding seminary, the Principal of Fort Plain Seminary 
was invited to visit the town with a view to give his advice in the proposed 
enterprise. In connection with Rev. Henry B. Taylor he matured the plans, 
ass sted at the laying of the corner-stone in May, 1854, and was induced to 
assume the Principalship of Fort Edward Institute for a term of ten years. 
December 7th, 1854, he opened the first term with 500 students in attendance, 
and during the twenty-three years of its subsequent history, he has been its sole 
Principal, registering over 10,000 different names, hailing from over thirty-three 
of the States of the Union. Many of his students have taken conspicuous places 
among the successful men and women of this generation. Over 100 of his stu- 
dents joined in the war for maintaining the Union, of whom eighteen gave their 
lives that the nation might not die. A few of his young men also fought on the 
Confederate side. He has sent out 165 clergymen of the various denomina- 
tions, of whom already two have become Doctors of Divinity. The lawyers and 
physicians have been almost as numerous. The Institute has had one repiesent- 
ative in Congress, one State Senator, and, at different times, nearly a score of 
Assemblymen. It has five or six judges and several school commissioners and 
a whole army of teachers. Beside the hundreds of its regular graduates, it has 
sent not less than 250 young men to college and professional schools. 

In 1862 Union College conferred the degree of Doctor of Divinity unon Pro- 
fessor King, and in 1873 the Regents of the University of New York, in recogni- 
tion of his efficiency as an educator, conferred upon him the degree of Ph.D. 

In 1850 he was married to Miss Melissa Bayley, of Newbury, Vt. The " sil- 
ver wedding" was duly celebrated in July, 1875. 

In the discharge of his duties as Principal of Fort Edward Institute, he has 
lectured before the faculty and students over 300 times, and has found leisure to 
deliver, outside the walls of the Institute, 210 lectures and addresses, besides 
having preached 1032 sermons in 182 different pulpits. From the sessions of 
the conference of clergymen, of which he is a member, he has never been absent 
for a day. In 1864 he was elected by his brethren, a delegate to the General 
Conference of the Methodist Episcopal Church, at Philadelphia, having also 
enjoyed the honor of serving as a delegate to the General Conference of 1856, 
representing the Vermont Conference, from which he was transferred to the 
Troy Conference, on a vote of that conference requesting it. For two weeks he 
served as acting delegate in the General Conference at Chicago, in 1868. Once 
he has been called upon to address the Alumni of his college, once to deliver the 
oration before the convention of Psi Upsilon — his college fraternity, and twice 
to deliver the annual poem, at Psi Upsilon conventions. 

In 1S67 he gave himself a special vacation of about three months abroad, 
chiefly in the British Isles, France and Belgium. 

By way of recreation from the severer routine of his educational and spiritual 
tasks, he enjoys helping with his presence and counsels, the various institutions 
and corporations in which he takes an interest. Beside being a working trustee 
in Fort Edward Institute, he is also a trustee or a director in the following cor- 
porations : Wesleyan University, Syracuse University, Round Lake Camp- 
Meeting Association, Mechanicville Academy, the Union Cemetery Association, 
the National Bank of Fort Edward, two banks in Iowa, and the Glen's Falls In- 
surance Association. 

He aims to set the example to his young men, of rarely being absent from the 



172 APPENDIX. 

primary meetings of his political party, from the home councils of his church or 
the convocations of his fellow- workers in the cause of education. 

DAVID H. COCHRANE. 

The father of President Cochrane was of Scotch descent, and his mother 
Huguenot. He began teaching at fifteen years of age, and worked his way to 
Hamilton College at eighteen, from which he graduated in 1850. The same 
year he was appointed Professor of Natural Science in the Clinton Liberal In- 
stitute. He was for three years Principal of the Fredonia Academy, and in 1854 
became Professor of Natural Science in the State Normal School at Albany. 
He became President of the same institution on the resignation of Dr. Wool- 
worth, in 1S56. He was elected President of the Brooklyn Collegiate and Poly- 
technic Institute in 1864. which position he still holds. 

President Cochrane received from the Board of Regents in 1862 the honorary 
degree of Doctor of Philosophy, and from Hamilton College, in 1869, the degree 
of Doctor of Laws. 1 

PROF. R. E. POST, A.M. 

Professor R. E. Post was born in Stockton, Chautauqua County, N. Y., in 
1828. He was educated in the common schools of his native town, and in the 
neighboring academies of Fredonia and Westfield. At the age of sixteen he be- 
began teaching in the town of Pomfret, Chant County. For his services he 
received ten dollars per month, and was " boarded 'round " — an ample return 
according to the ideas and customs prevailing in those days, when a school was 
a schoul, and any person a thoroughly qualified teacher who could keep the big 
boys in subjection and who was willing to act as general utility man for the dis- 
trict at all times outside of school hours. Professor Post fairly served his time 
as a country district school teacher by three or four seasons' work. Afterward 
he taught in the village schools of Brocton, Mayville and Silver Creek, all in his 
native county. The fact that his engagement in one place was generally due to 
his recognized merits as a teacher in his previous field of work, shows that he 
was a truly progressive man. His habit of mind led him to seek the causes of 
his successes and failures, that he might constantly' improve the character of his 
work. Thus he early began to evolve his own philosophy of education. 

In 1S53 Professor Post married Miss Cornelia M. Dailey, of Portland, N. Y. 
Miss Dailey had been associated with him in his school work, and to her, with 
her unfailing aid, encouragement and sympathy, throughout a long and happy 
married life, is due the full share of credit a true wife should always receive for 
any success her husband achieves. 

Desiring, in view of his new responsibilities, more settled and remunerative 
employment than teaching then afforded, Professor Post left his school at Silver 
Creek to engage in other business at North East, Pa. 

While there he became deeply interested in the subject of religion. 

A discourse from the text Six days shalt thou labor . . . but the seventh 
is the Sabbath of the Lord thy God, in which the great stress was laid not on 
keeping the Sabbath, but on earnest, conscientious work during the six days, 
made a profound impression on him. He believed that one of the greatest 
needs of the world was its need of better teachers ; teachers fitted for their work 
by natural aptitude and special training and devotion to their calling. Believ- 
ing that if there was any one thing he could do better than another it was school 
work, he left the business he was engaged in and which almost any one might 

1 Abridged from sketch in History Public Service of State of New York, by permission W. B. 
Moore. 



APPENDIX. 173 

do as well as he, and resumed teaching. At the urgent solicitation of many- 
leading citizens of the place he re-opened the Academy at North East, Pa. 
Later, through his efforts, the Academy and public school were consolidated in a 
Union School with an academic department. Leaving North East with the best 
school it had ever known, he accepted an invitation to take charge of the Central 
Graded School at Fredonia, N. Y. Under his management this school reached 
the highest point of its efficiency and reputation. Finding it with three depart- 
ments and teachers, he left it with double the number. 

From its superior quality the school virtually absorbed the neighboring private 
and outlying public schools and attracted to it students from a wide range of the 
surrounding country. The character of the training given held pupils beyond 
the age at which they had usually aspired to pass from the public school 10 the 
well-known Academy in the same place, but eventually sent them there much 
better prepared than their predecessors. Professor Post's teaching in Fredonia 
earned the lasting gratitude of pupils whose later studies at noted institu- 
tions have but taught them to appreciate more truly the thoroughness of this 
elementary training and the intellectual stimulus which he imparted. 

They were trained to a definiteness of mental conception — a seeking for 
causes, a carefulness in reasoning, a clearness ot statement, a rapidity of execu- 
tion, which made them readily leaders in classes which they afterward entered 
in higher institutions, and their thorough training was not the result of narrow- 
ing the range of effort ; for breaking up the routine of drill on the main subject, 
he led them into fields of study from which the " district school " had heretofore 
been excluded, arousing and developing tastes which led to fuller culture in after 
years. Several of his pupils are now teaching in normal schools or colleges. 

Not only do they retain their esprit de corps, making them delight to recall the 
old days with their teacher, but their own teaching has brought into use many a 
method or principle then acquired. The " new teaching" has seemed to them 
not new, but a natural outgrowth of that by which they had themselves been 
educated. 

The writer, a member of that fortunate band that longest shared his instruc- 
tion at Fredonia, speaks from personal recollection and experience the known 
sentiments of classmates. After an interval necessitated by ill-health, Professcr 
Post resumed his work on invitation to the Principalship of the Academy at 
Ellington, N. Y. After one year at that place he accepted the charge of Cham- 
berlain Institute at Randolph, N. Y., which position he resigned after four 
years' service, and there his direct teaching closed. During these busy years of 
his teaching he found time not only to study educational methods, but also to 
widen and extend his own culture, and received the degree of A.M. in 1S66. 

Professor Post's institute work began in 1857 in Fredonia, first as instructor 
and then as conductor. After leaving teaching for other business, he still con- 
tinued his professional work as conductor of teachers' institutes. 

His varied experience in schools of the different grades from that of the rural 
district to the academy gave a practical value to all his instructions, and he 
found ready employment during the institute season for the ten years from 1871 
to 1881. 

In January of the latter year a State Institute Corps was organized, consisting 
of Professor James Johonnot, Professor F. P. Lantry, Professor John Kennedy, 
and Professor R. E. Post. In this official capacity the work of Professor Post 
is too well known throughout the length and breadth of the State to require de- 
scription here. His selection as one of four persons to constitute a State Insti- 
tute Faculty is sufficient evidence of his standing among educators. His other 
business, however, had become so important as to demand more of his time 
than was compatible with his educational duties, and in November, 1882, he 
sent in his resignation as a member *of the Institute Faculty. 

Professor Post's educational record is that of a teacher of natural gifts, conse- 
cration of purpose, faithful, diligent, decisive, thoughtful, progressive action. 



174 APPENDIX. 

His reward comes in the respect of his fellow-educators and the affectionate 
gratitude of those so fortunate as to have been his pupils. 

CHARLES H. VERRILL 

was born in Boston, Mass. (Dorchester), May 29th, 1S37, and when four years 
of age went to Auburn, Maine, where he passed eleven years on the farm of an 
uncle, doing chores and various sorts of farm work, attending school a short 
time each year. 

In 1852, at fifteen years of age, realizing that he must depend upon himself 
(both parents being dead), he left his uncle's and began work as an apprentice 
in a shoe shop in Auburn. Having learned the trade he worked as a journey- 
man and as his own master till February, 1856, attending school during this 
time about fifteen weeks in all. 

He then started for the Academy in what is now the city of Auburn, Maine. 
Having saved a few hundred dollars so he could attend school, he persevered at 
the work till August, 1S58, when he entered Bowdoin College at Brunswick, 
Maine, a freshman, feeling about as happy at receiving his certificate of admis- 
sion as is possible for one to feel. He graduated in the class of 1S62, having 
paid his own way in part by teaching vacations, borrowing in part and paying 
same after graduation. 

In the fall of 1862, immediately after graduation, he was elected Principal of 
East Corinth Academy, Maine, and remained three years, when, in 18^5, he 
was elected Professor of Mathematics in the State Normal School at Mans- 
field, Pa. 

After four years' work in that position he was elected Principal of the school. 
Resigning in 1S77 ne was ar - once elected Principal of Delaware Literary Insti- 
tute, Franklin, N. Y., which position he still holds. 

His institute work began in Pennsylvania in 1865, and he has since conducted 
quite a large number in that State. 

In 1874 he was appointed assistant instructor in one of the New York State 
Institutes, and was employed for several years afterward as assistant or princi- 
pal conductor in various parts of the State. In his business as teacher and edu- 
cator Professor Verrill has been uniformly successful. 

HENRY KNOWLES CLAPP, A.M. 

Professor Clapp is at present the highly respected head of the Geneva Public 
Schools. He was born in Lyons, N. Y., September 25th, 1844. He is himself 
the product of the common school in its broadest sense, and to a very large 
extent a self-made man, having supported himself solely by his own exertions 
since he was twelve years old. Between the age; of fourteen and seventeen, by 
teaching in country schools part of the time, and by attending the Lyons Union 
School a portion of each year, he secured an excellent preparation for college. 
Enlisting in the Ninth New York Artillery he served until the close of the war, 
and received an honorable discharge. 

He entered Hobart College in the fall of 1865, was graduated in 1868, and at 
once began his career as a teacher, in which he has proven eminently successful. 
He is a careful student of educational science, and possesses an extensive 
acquaintance from personal observation with the best normal and common 
school work in this State and in New England. His position for a number of 
years was that of Principal of the Geneva High School, preparing young men 
and young ladies for college, but during the past four years in his present posi- 
tion he has given almost undivided attention to elementary instruction, thereby 
raising the standard of primary school work in a marked degree. 




^ENRY K. CLAPP. 



APPENDIX. 175 

The new school buildings of Geneva — visited extensively by reason of their 
architectural appointments, and of the distinct natural methods of instruction em- 
ployed therein— attest not only a healthy public sentiment, but also the success 
of Professor Clapp's supervision. The system of apprenticeship, which he has 
established in the schools under his charge, is giving to the rural schools about 
Geneva a number of young teachers whose results in ungraded work are attract- 
ing the attention of patrons and commissioners, and receiving a large meed of 
praise. 

Throughout the entire county of Ontario no teacher is more thoroughly alive 
to educational needs. For years, at institute and association, the subject of this 
sketch has been a zealous, clear-thinking worker. His best efforts have been 
directed to True Schooling for the Masses, Organization, Ungraded Schools, 
Object Teaching, Moral Training, Language and Reading. 

As a popular lecturer and reader Professor Clapp is in frequent demand by 
literary societies and other organizations. He is a pleasing and instructive 
speaker, endowed with a keen sense of the ludicrous in life and in letters ; in 
fact, genial humor plays a leading part in his skilful school discipline. 

During the last contest for the State Superintendency of Public Instruction his 
name received prominent mention by the press in all quarters ol the State, while 
his indorsements by a score of leading educators in western New York were 
most flattering testimonials of his ability and fitness. 

Personally he made little or no effort to gain the position, and uttered no 
word in disparagement of any other candidate. Frequently during the cam- 
paign he spoke of the present Superintendent in terms of the strongest commen- 
dation. 

He is well known to his co-laborers throughout the State, having met with 
them from time to time in annual conventions, and taken an active and honored 
part in their exercises and deliberations. 



B 



176 



Q0QO — 

or more than a quarter of a century Webster's Dictionary has been large- 
ly the acknowledged Standard throughout the country, 
lmost all the School Books of this country are based on Webster, and 

to a very large extent this is true of all other publications. 

ontains over 118, OOO Words and Meaning's, over three thousand more 
than are found in any other English Dictionary. 

he Courts look to it as the highest authority in all questions of defini- 
tion. — Morrison E. Waite, Chief Justice U. S. Supreme Court. 

frequently is Webster cited as authority in Courts of Justice that one Reporter 
sent us a list of twenty -seven such cases from one State, and be wrote: " I presume 
I could collect five times as many from the Reports of other States." 

Tebster's Dictionary " is the Standard used in the Government Printing 

Office at Washington, D. C, January, 1882," and has been for many years. 

ver niueteen-twentieths of the newspapers in the U. S. that follow any Dict'y , 
follow Webster's, so far as learned, while but one pretends to follow any other. 

ecommended by State Sup'ts of Education of 30 States, and by over 
50 College Presidents. 

he sale of Webster's Dictionaries is believed, by the testimony of over 300 Book- 
sellers, to be at least 20 times that of any other series of Dictionaries. 

undreds of Booksellers do not even pretend to keep any other Dictionary in stock, 
while no bookstore would be thought complete that could not at any time sup- 
ply a customer with a Webster's Unabridged. 



c 



D 



N 
G 



areful inquiry develops the fact that every State Purchase of Dictionaries 

for Schools, has been of Webster's, 
ver 50,000,000 Webster's Spellers, and a large number of Readers based on 

Webster, have been sold in the United States. 
o one thing hasdone more to unify the English language, and prevent local dialects 

in this country, than Webster's Dictionaries and Spellers. 
undiminished is the demand for Webster's Spellers that over a million copies 

were sold in 18S0, and this is about an average year's sale. 
llustrations, 3000, about three times as many as are found in any other Diction- 
ary, and these are repeated and classified at the end of the book, 
efinitions by illustrations are nowhere better or more carefully and accurately 

shown than in Webster's Unabridged Dictionary, 
m bodies about 10O years of literary labor. Dr. Webster spent ten years and 

Dr. Mahn, of Berlin, five years on the Etymologies alone, 
eaches by direct sale the English-speaking and English-reading people of the 

whole world. 
ndispensable in Schools. Over 32,000 have been placed in the Public Schools 
of the United States by legal enactments or by school officers. 
o man ever gave so much of his life to English Lexicography as did NoAn 

Webster, "The Schoolmaster of the Republic." 
et the Best, — Get the Standard, and you will certainly get Web- 
ster's Unabridged Dictionary, Published by 

G. & C. MERRIAM & CO., Springfield, Mass. 



177 



INVALUABLE WORKS OF REFERENCE FOR TEACHERS 

G-ET THE STAIVDA.Hr>! 



RECOMMENDED 

BY THE 

MOST EMINENT 
WRITERS. 



The Standard ! 




INDORSED 

BY THE 

BEST 
AUTHORITIES. 



The Best! 



Worcester's Unabridged Quarto Dictionary. 

NEW EDITION, WITH SUPPLEMENT. 

Fully Illustrated, Full-page Illuminated Plates, Etc., 
Library Sheep, Marbled Edges, $10. 



" Worcester's is, in the estimation of all scholars, the best dictionary extant for general use. 
There is certainly no real comparison possible between it and its most popular rival. The office 
of a dictionary is, of course, not to make innovations, but simply to register the best usage in 
spelling and pronunciation. This Worcester does, and this its rival conspicuously fails to 'do." 
—New York World. 



WORCESTER'S NEW SCHOOL DICTIONARY. 

Illustrated and Based upon Worcester's Una- 
bridged Dictionary. A convenient and re- 
liable Hand-Book, printed from clear, new 
plates. 

LIPPINCOTT'S PRONOUNCING BIOGRAPH- 
ICAL DICTIONARY. 

Containing complete and concise Biographical 
Sketches of the Eminent Persons of all Ages 
and Countries. By J. Thomas, A.M., M.D. 
Imperial 8vo, sheep, $10. 

LIPPINCOTT'S PRONOUNCING GAZETTEER 
OF THE WORLD. 

A complete Geographical Dictionary. New edi- 
tion. Thoroughly revised and greatly en- 
larged. Containing Supplementary Tables, 
with the most recent Census Returns. Royal 
8vo, sheep, $12. 

CHAMBERS' ENCYCLOPAEDIA. 

The best in every way. A Dictionary of 
Universal Knowledge. Profusely Illustrated 
with Maps, Plates, and Woodcuts. 10 vols., 
royal 8vo. American Revised Household 
Edition, $15. 



LIPPINCOTT'S POPULAR SERIES OF 
READERS. 

Modern Methods, Progressive Exercises, Ap- 
propriate Illustrations. 

"In matter and manner they are unsur- 
passed." 

PRIMER OF POLITENESS. 

A Help to School and Home Government. 

HOME GYMNASTICS. 

By Prof. Hartelitjs, of the Royal University of 
Stockholm. The Swedish system of rational 
Gymnastics does not require apparatus. 

"We know of no better guide for the teacher 
of gymnastics in school ; and it is essentially 
a book for every home." 

HOW TO WRITE ENGLISH. 

A Practical Treatise on English Composition. 

"Clearly written, instructive, simple, and 
encouraging." 



SPECIAL TERMS TO TEACHERS AND SCHOOLS. 

Address J. B. LIPPINCOTT & CO., Publishers, 

715 and 717 Market Street, Philadelphia. 



178 
THE AMERICAN EDUCATIONAL SERIES OF 

School and College Text-Books. 

This well-known and popular series embraces a large number of the most, widely approved 
text-books in use in the public and private schools of this country. The list contains many 
old favorites, books whieh have stood the test of years, and which still retain a leading place 
in our schools, while no other series is so full of the freshest products cf the best authors of 
the present day. 

It is this quality of progressive conservatism which makes the old and standard 
American Kdiicational Series ALiWAYS FRESH AND NEW. Among 
the standard publications of this series we would call attention to 

Swinton's Readers. 

An entirely new series of School Reading 



books, by Prof. Wm. SWINTON. 
These books are pre-emiueuly Language 
Readers. They present a most complete 
development of the study of words and sen- 
tences as an essential condition of good under- 
standing and correct reading. 

The illustrations are by the most eminent 
American artists : Church, Dielman, Fredericks, 
Pyle, Harper, White, and others, and were 
drawn expressly for these books. 
I. Swinton's Pritner and First 
Reader. In print and script exercises. 
The script exercises are a specially attrac- 
tive feature, being white on black, as in 
blackboard and slate work, the script be- 
ing the result of careful experiment in 
securing a practical style of letter for this 
sort of work. Another noticeable feature 
of this book is the type, which was made 
for us, and which is unlike any other font 
of type heretofore cut, in the matter of 
size and face. Handsomely illustrated, 
and bound in cloth. One volume ; 120 
pages. 
II. Swinton's Second Reader. In 
print and script exercises. This is also a 
beautiful book, and commends itself es- 
pecially for its grading, for the purity and 
sweetness of its literary form, and for the 
development of " language work." Illus- 
trated, and bound in cloth. 176 pages. 

III. Swinton's Third Reader. Pre- 
senting many new and original features. 
Noticeable for the charming series of 
original lessons entitled "Home Pets," 
" Bright Examples," and "About Plants." 
Illustrated, and bound in cloth. 240 pages. 

IV. Swinton's Fonrtli Reader. A 
A book of choice selections for this im- 
portant grade, carefully edited and ar- 
ranged. It contains also many useful and 
entertaining original lessons, especially on 
"Useful Knowledge," and "Pictures of 
AmericauHistory." Illustrated, and bound 
in cloth. 384 pages. 

Y. Swinton's Filth Reader and 
Speaker. This book contains abun- 
dant exercises in language, reading, recita- 
tion, and declamation. An instructive 
and entertaining original feature is the 
series of lessons under the title of "Glimp- 
ses of Science," presented in the highest 
form of literary art. Illustrated and 
bound in cloth. 480 pages. 
Sample pages and full descriptive circulars, 
by mail, to teachers and educationists. 

*** A set of the Readers, from the First to the 
Fifth inclusive, sent to any teacher or educa- 
tionist on receipt o/'$1.75. 



Swinton's Geographies. 

" The famous two-book series, consisting of 



I. Introductory Geography, in 

Readings and Recitations, and 
II. Grammar School Geography, 

Physical, Political, and Commercial. 
The Geographies are fresh and progressive 
in character, and meet with great favor every- 
where. 

The Grammar-School Geography is published 
in six different editions, treating the local 
geography of different sections. 
I. New England Edition, contain- 
ing supplement of thirty-three pages, with 
special text and maps, for the New Eng- 
land States. 
II. Middle States Edition, with spe- 
cial supplement of thirty-one- pages, for 
the Middle States and the District of 
Columbia. 

III. Southern States Edition, with 
supplement of thirty-seven pages, for the 
Southern States. 

IV. East Central States Edition, 
with supplement of thirty-three pages, for 
the East Central States. 

V. West Central States Edition. 
with supplement of thirty-eight pages, for 
the West Central States and the Territory 
of Dakota. 
VI. Pacific States Edition. In prepa- 
ration. 

White's Industrial Drawing. 

A complete course for all grades of public and 
private schools, embracing Primary, Grammar 
School, and High School courses. 

Manson's Writing Spellers. 

On a new and excellent plan, giving models 
of correct writing on every page to correct 
errors and mistakes. 

Swinton's Model Blanks. 

In eight numbers, covering every grade of the 
school course, from Primary Script Spelling to 
Latin Etymology. 

Household Economy. 

A work for the practical education of girls in 
the ordinary duties of housekeeping. 

Daniell's Short Sentences. 

For Practice in writing Latin. For the use 
of classes which are reading Vcesar's Commen- 
taries. 

Ward's Grammar Blanks. 

For Practice in Parsing and Analysis. On a 



new and very excellent plan. Two numbers. 
Descriptive Circidars of any of these books will be seiit on application. Correspondence in 
regard to supplies for examination, introduction, and exchange, is cordially invited. 

IVISON, BLAKEMAN, TAYLOR, k CO., Publishers, 753 k 755 Broadway, N. Y. 



179 



THE NEW READERS. 

BUTL.EFTS SERIES. 




THE CHILDREN'S HOUR. 



tt:£tstt:r,:p^.ss:e:d 

IN ALL THE ESSENTIALS OF GOOD READERS, 
IN MECHANICAL EXECUTION, 
IN GRADATION, 

IN CHEAPNESS. 

180 .ILLUSTRATIONS. 

Seciiztifizlly JPrtnted, ore Tinted JPctper. 

Sample sets of this series will be sent by mail for ex- 
amination on receipt of $1.50. This amount will be 
returned if the books are introduced. 

E. H. BUTLER & CO., Publishers, 

18 SOUTH SIXTH STREET, PHILADELPHIA. 



i8o 

D. APPLETON & CO.'S 

RECENT EDUC ATIONAL PUBLICATIONS. 

A Latin Grammar for Schools and Collestes. Revised edition of 1881. By 

Albert Harkness, Ph.D., LL.D., Professor in Brown University. 12mo, half leather, 

$1.40. 
A Geographical Reader. A Collection of Geographical Descriptions and Narrations 

from" the Best Writers in English Literature. For schools and general readers. Beautifully 

illustrated. By James Johonnot. Cloth, $1.25. 
Appletons' Elementary Reading Charts, Forty-seven numbers. Prepared by 

rtEBECCA D. RlCKOFF. 

Appletons' Standard Geographies. Based on the Principles of the Science of Edu- 
cation, and giving special prominence to the Industrial, Commercial, and Practical Feat- 
ures. TWO BOOKS. Elementary, 65 cents. Higher, $1.50. 

Appletons' Standard System of l*cnmans1iip. Prepared by Lyman D. Smith. 
Lead-Pencil Course, Three Numbers, per dozen, $1.08 ; Short Course, Tracing, Two Num- 
bers, per dozen, $1.08 ; Short Course, Seven Numbers, per dozen, $1.08 ; Grammar Course, 
Seven Numbers, per dozen, $1 44. 

The Song Wave. A Collection of Choice Music, with Elementary Instruction. For the 
School-room, Institute Hall, and Home Circle. By II. S. Perkins, E. Y. De Graff, and 
H. J. Danporth. Price, 80 cents. 

The Wavelet. An Abridgment of the " Song Wave." Containing the easier portion of 
the music in the latter, and especially adapted to use in primary and intermediate schools. 
Price, 40 cents, 

Studies in Language. A Teachers' Guide to " Letters and Lessons in Language." By 
J. H. Stickney. 25 cents. 

Berger's French Method. 12mo. $1. 

Die Anna-Lise. A Popular German Play. With an Interlinear Translation and Direc- 
tions for Learning to Read German. By Charles F. Kroeh, A.M , Professor of Modern 
Languages in the Stevens Institute of Technology. $1. Text only, 40 cents. 

Practical Lessons in Idiomatic French. Embracing Reading, Composition, and 
Conversation. By Alfred Hennequin, M.A., Instructor in French and German in the 
University of Michigan. $1.10. 

The Modern Stenographer. A Complete System of Light-Line Phonography. Being 
a Plain and Practical Method for acquiring a Perfect Knowledge of the Principles of the 
best Phonetic Shorthand. By George H. Thornton, President of the New York State 
Stenographic Association, etc. $1.25. 

L. L. L. ; or, Fifty Law Lessons. Embracing all the Technical Points of Business 
Law. Arthur B. Clark, Principal B. and S. Business College, Newark, N. J. $1.25. 

Cornelius Nepos. Prepared expressly for the use of students learning to read at sight : 
with Notes, Yocabulary, Index of Proper Names, and Exercises for Translation into Latin. 
Illustrated by numerous cuts. By Thomas B. Lindbay, Ph.D., Assistant Professor of Latin 
in the Boston University. Price, $1.50. 

Selections from the Poems of Ovid, with Notes. By J. L. Lincoln, LL.D., Pro- 
fessor of Latin in Brown University. Price, $1.25. 

M. Tullii Ciceronis Laelius de Amicitia. Edited with English Notes. By 
John K. Lord, Associate Professor of Latin, Dartmouth College. Price, $1. 

The Aeneid of Vergil. With Notes and Dictionary. By Henry S. Frieze, Professor 
of Latin in the University of Michigan. Price, $1.60. 

The Bucolics, and the First Eight Books of the Aeneid of Vergil, with 
Notes and a Vergilian Dictionary. By Henry S. Frieze. $1.50. 

A Vergilian Dictionary. Embracing all the words found in the Eclogues, Georgics, 
and Aeneid of Vergil, with numerous references to the text verifying and illustrating the 
definitions. By Henry S. Frieze. Price, $1. 

TO BE PUBLISHED IN JULY, 1883: 



A Natural History Reader. Beauti- 
fully illustrated. By James Johonnot. 

The Cumulative Method in Ger- 
man. By Adoli-h Dreyspring. 

Appletons' Writing-Charts. By Ly- 
man D. Smith. 

Mediaeval Civilization. History Prim- 
ers. By George Burton Adams. 

The Normal Music Course. By John 
W. Tuft and H. E. Holt. Embodying the 

The above are for sale by all leading booksellers, or will be sent, jwstpaid, by the publishers, on 

receipt of price. 

D. APPLETON & CO., Publishers, 

/, 3, and 5 Bond Street, New York. 



plan of teaching Music which has been so 
successfully pursued in the Boston Public 
Schools. 

The Complete Text of Vergil, with 

Notes and the Vergilian Dictionary. By 
Henry S. Frieze. 

The Bucolics and Georgics, and 
Six Books of the Aeneid, with Notes 
and Dictionary. By Henry S. Frieze. 



J. H. BUTLER, 

925 CHESTNUT ST., PHILADELPHIA 

PUBLISHER OP 

The Franklin Arithmetics, 

The Franklin Elementary Algebra, 
Worcester's New Spelling-Books, 
Walton's Arithmetics, - 

Walton's Arithmetical Table, 
A i nthmetical Charts, 

Adams' Advanced Spelling-Book. 



DUNIMING'S PATENT MAGAZINE BASE-BURNING 

STEAM-HEATING BOILER, 

For Heating Public Buildings and Private Dwellings. 




MANUFACTURED AT NEW YORK CENTRAL IRON WORKS, GENEVA, N. Y. 

Send for Illustrated Catalogue with full Description and Price-List. 



182 

JUST HEADY. NEW EDITION OF 

Brown's English Grammars, 

THOROUGHLY REVISED BY 

Late Superintendent Schools, New York City. 



As the publishers of BROWN'S GRAMMARS, we take pleasure in announcing that those 
popular standard Text-Books have been thoroughly revised and adapted to the present educa- 
tional demands. 

While we have constantly endeavored to add to these lvoks all the improvements which the 
latest experience and study have devised or suggested, we have also striven to retain the Gram- 
matical System of Goold Brown, in all essential particulars, virtually intact. This we believe will 
that be found to be the case in this edition ; although very decided change* have been made in 
certain important respects, beside the addition of matter to cany out the plan of the reviser. 

With these alterations they are the most, complete, systematic, thorough, and practical text- 
books published in the English language. Their superiority consists in : 

Practical Language J.essons ; Clearness and Uletlindical Arrange- 
ment; Fuliie-s ut" Grammatical Detail; Complete Elaboration in all 
of til e Several Parts; A Logical Accuracy and Pcriectnesei of Defini- 
tion; Forms and Formulas of Analysis, Syntactical Resolution and 
Correction, as Exact and F\ lia n-t i i «■ as tl»e Demonstrations of Geom- 
etry; Complete Adaptation to all ttie Purposes of Sound Gram- 
matical Instruction; Definite Presentation of the Subject Matter; 
Rigid Exactness of tlie Definitions and Utiles. 

The School Series comprise: Brown's First Lines of English Grammar; Brown's 
Institutes of English Grammar. Copies of the new edition of the "First Lines" will 
be sent by mail to those who desire to examine it, on receipt of 25 cts., and of the 
" Institutes," on receipt of 50 cts. 

We also publish a Valuable Book of Reference.' The standard authority in the cor- 
rect use of the English language. The Grammar of English Grammars, 
with an introduction, Historical and Critical, by GOOLD IlltOWN, author of 
"The Institutes of English Grammar," " The First Lines of English Grammar," etc. 
Tenth edition, revised and improved. Enlarged by the addition of a copious index of 
matter by Samuel U. Berrian, A.M. 1100 pages, royal octavo. Price, bound 
in leather, $5 ; half morocco, $6.25. 



GANOT'S PHYSICS. 

Elementary Treatise on Physics, Experimental and Applied. For the 

use of Schools and Co/leges. Translated and Eaited by 

E. ATKINSON, Ph.D., P.C.S., 

Professor of Experimental Science, Staff College, Sandhurst. 

lOtu Edition, Revised and Enlarged. Illustrated by 4 Colored Plates, and 866 Woidcuts. Price, $3. 

Used as the Text-Book on Physics in Harvard, Yale, Columbia, New York University, New 
York College, Princeton, Cornell, etc., and in a large numher of High Schools and Academies 
throughout the United States. 

The publishers take pride in offering to the educational community this beautiful work of 
Prof. Ganot. It has no rival, we believe, in the English language. It i-< fully up to the times 
in every particular, and no expense has been spared to make u typographically a model text- 
book. As a book for the library of the scholar and gentleman, it is invaluable, giving concise 
information on every branch of Physical Science. Circular mailed free on application. Cor- 
respondence solicited. 

WILLIAM WOOD & CO., 56 and 58 Lafayette Place, NEW YORK. 



183 

lO ZLsTIETW BOOKS. 



CHASE & STUART'S FIRST LATIN BOOK. $1. 

CHASE & STUART'S LATIN GRAMMAR. $1.35. 
CHASE & STUART'S LATIN READER. $1. 

CHASE & STUART'S OVID, with Lexicon and Notes. $1.35. 

A MANUAL OF ELOCUTION AND READING. By Dr. Edward Brooks, Prin- 
cipal of the State Normal School, Millersville, Pa. $1.50. 

THE CRITTENDEN COMMERCIAL ARITHMETIC AND BUSINESS MAN- 
UAL. New Revised and Enlarged Edition. $1.35. 

A HAND-BOOK OF LITERATURE, English and American. By E. J. Trimble, late 
Professor of Literature, State Normal School, West Chester, Pa. $1.75. 

FIRST LESSONS IN PHYSIOLOGY AND HYGIENE. By Charles K. Mills, 
M.D. 85 cents. 

A HAND-BOOK OF CIVIL GOVERNMENT. By Thomas D. Suplee, A.M., Head 
Master of Harcourt Place School, Gambier, Ohio. $1. 

A HAND-BOOK OF MYTHOLOGY. By Miss S. A. Edwards, Teacher of Mythology, 
in Girls 1 Normal School, Philadelphia. $1. 



JUST PUBLISHED. 

FIRST LESSONS IN PHYSIOLOGY AND HYGIENE. 

By CHARLES K. MILLS, M.D. 

In this little book the important features or Physiology and Hygiene are presented in such 

a manner as to combine interest with instruction. It is, as its name indicates, a book of " First 

Lessons," not an advanced book "boiled down," and the entire work is written in a pleasing 

and easy style, calculated to interest and awaken the attention of the class of pupils for whose 

Ut*e it is designed. 

From the National Educator. 

" We recommend this little book as the best and most practical treatise on the subject that 

has ever left the press." 

Price, »5 cents. For Examination, OO cents. 



THE TEACHER. 



A Monthly Educational Journal, devoted to the interest of Teachers, Schools, and the cause 
of Education in general. Price, 50 cents per annum. Specimen copy free. 



We shall be gratified to have teachers correspond with us. We offer some of the best of Modern 
Text-books, and shall be glad at any time to make liberal arrangements for the introduction of our 
books, or to exchange for others that do not give satisfaction. 

SEJSTID FOIFL OTTTf^ O^-T^-I-i OG-TTE. 

Please address 

ELDREDGE & BRO., 17 North Seventh Street, Philadelphia, Pa. 



1 84 

LEACH, SHEWELL & SANBORN, 

SUCCESSOKS TO 

ROBERT S. DAVIS & CO., 

87 Franklin Street, Boston, and 16 Astor Place, New York, 

PUBLISHEKS OF 

THE NEW INDUCTIVE ARITHMETICS 

(greenleaf's series), 

GREENLEAFS NEW EIEMENTARY ALGEBRA, 

(Wells') UNIVERSITY 

PARKER & MARVEL'S SUPPLEMENTARY READERS, 

AND 

Other Popular School-Books. 

Of the University Algebra a distinguished Professor of Mathematics has said : " I do not 
know of a single expression in the whole book that I think could be improved." 



IBNSCA LIKE 



STEAM NAVIGATION CO. 



(LIMITED). 

DAILY BETWEEN 






CONNECTING WITH 

N. Y. CENTRAL & HUDSON RIVER and LEHIGH VALLEY RAILWAYS 

AT GENEVA, 

NORTHERN CENTRAL and S. G. & C. RAILWAYS 

AT WATKINS, 

ERIE and LEHIGH VALLEY RAILWAYS 

AT ELMIRA. 



FREE TRANSFERS and SURE CONNECTIONS made at terminal points. 
W. B. DUNNING, Superintendent, Geneva, N. Y. 



185 

ANATOMICAL 

AND 

^PHYSIOLOGICAL CHARTS.* 



The great and increasing interest in the study of Physiology 
throughout the country, has created a demand for a series of Charts, 
better calculated than those hitherto published to illustrate the 
Science and make it attractive. This demand has been met by the 
preparation of the 

CHARTS OF LIFE, 



which were submitted, before their publication, to the inspection 
and criticism of a large number of teachers and medical men, and 
have been unqualifiedly pronounced the most accurate and best 
Physiological Charts now published. 

No Physiological Charts have ever met with greater favor, since 
their recent introduction to the public, from teachers, school offi- 
cer's, physicians, heads of families, and all others interested in pro- 
curing the most efficient illustrative aid to the important study of 
Physiology. 

The Best and the Cheapest. 

Although these Charts contain more figures, are better executed, 
and the consequent cost of producing them greater than other more 
expensive series, the aim of both author and publisher has been to 
place them at a Moderate Price, and within the reach of every 
teacher, school, and physician. 

All inquiries should be addressed to the 

CHART OF LIFE CO., 

18 Tribune Building, Chicago, 111. 



i86 




LACKBOARD 




There are many kinds of Slating in the market, the main distinc- 
tion in them being as to the base, which in most kinds is turpentine, while iu the Slate-Pencil 
Slating it is alcohol, and therefore more expensive, but far more durable. 

THE SLATE-PENCIL BLACKBOARD SLATING. 

But the characteristic feature of the Slate-Pencil Slating is, a* its name indicates, the fact 
that very hard crayon and even slate-pencils make a distinct mark upon it. One of the most 
prolific sourcis of disease in the school-room is the use of ordinary chalk crayon. It keeps the 
air permeated with solid particles which not only cover with dust the furniture of the school- 
room and apparel of the teacher and pupils, but enter the lungs at every breath. On the other 
hand, if a hard crayon is used upon the ordinary board, the marks are too indis'inct, and the 
eyesight is weakened, thus repeating the old fable of Scylla and Charybdis. 

But the problem of an absolutely Dustless Board is at last solved. After years of experi- 
ment, we have succeeded in producing a Blackboard Slating which will give as white a mark 
from the ordiuary Slate-Pencil as any ordinary Blackboard will give from the soft Chalk 
Crayon. 

Principal J. C. Norris, for ten years iu charge of Walworth Academy, Wayne Co., N. Y., 
says : 

" Six months ago I put one coat of the Slate-Pericil Slating upon the board behind my 
desk. I have used it constantly, springing up a dozen times in the course of a recitation to 
illustrate some pjint upon the Blackboard. Only a soft Slate-Pencil has been necessary to 
make a mark distinct enough to be seen across tin; room. To-day the board seems as good as 
ever. It is not greasy, or worn, or indistinct. An occasional sponging with a wet cloth makes 
it as black as the day it was put on. There is absolutely no dust. For the first time since I 
began to teach school, I have been able to keep a clean desk, clean clothes, clean hands, and 
air fit to breathe I have now covered every board in the Academy with the Slate-Pencil Slat- 
ing, nor could I be induced to use any other." 

R. B. Smith. Professor of Mathematics in Scio College, Ohio, writes : 

" Your Slate-Pencil Blackboard Slating makes by far the best blackboard we have, in two 
respects, for the ordinary 'dustless crayon,' and in that the slate-pencils can be used. I shall 
insist on having the entire amount of slating of this quality. If the blackboard continues to 
do as well as it now does, it will revolutionize the blackboard business of the country." 

This slating may be applied to Plaster Wall, to Wooden Boards, or to Manilla Paper ; and 
may be put upon surfaces already covered with other slating. The best pencils are Faber's, 
which we supply at T5 cts. per box of 100. 

PRICES OF THE SLATE-PENCIL BLACKBOARD SLATING. 

Note. — The Slate-Pencil Slating is made of the best alcohol in the market, and will cover 
one third more space than any other slating made, and twice as much as the kinds most used. 
It is theref i re cheaper than any other liquid slating, as well as wholly different and entirely 
free from the chalk dust which destroys a thousand lives every year in the school-rooms of 
America. 

In <rallon cans, covering 600 feet, one coat $10 00 

In quart cans, covering 150 " " 2 75 

In pint cans, covering 75 " " 150 

Two coats are recommended for new boards. 

AGALITE BLACKBOARD SLATING. 

To those who insist upon a cheaper slating than the Slate Pencil, or who live at such a 
distance, or want so small a quantity that the express would double the cost, we offer a slating 
which we warrant to give satisfaction, and which is sent by mail postpaid at the prices given. 

This is the now well-known Agalite Slating, which comes in boxes of prepared powder, 
ready for use when mixed with water. It may be had in black, in dark-green, or in olive- 
green color, as desired, may be applied to any surface, and is to-day in successful use on 
500,000 square feet of blackboard. Any person ordering this slating, and not finding it equal to 
any other slating in the market except the Slate-Pencil Slating, will receive back the money 
paid upon so informing us. 

PRICES OF THE AGALITE BLACKBOARD SLATING. 

In boxes covering 400 feet, one coat. $6 00 

200 " " 3 25 

100 " " 175 

50 " " 100 



Address 



C. W. BARDEEN, Syracuse, N. Y. 



i8 7 

Just the Pens for Schools and all Business Purposes. 

ONE HUNDRED AND FIFTY DIFFERENT VARIETIES OF 

ESTERBROOK'S 

MANUFACTURE, INCLUDING THE CELEBRATED 

Falcon Pen -^ ^ 3gj ll|£ : Nq - 048. 

h.,:ea.:di]vg nos. 048, 14, iso, 333, 444, 128, 135. 
Every Pen Warranted. All Stationers have them. 



THE ESTERBROOK STEEL PEN CO., 

WorKs, Camdeil, N. J. 26 John Street, New York. 

ie. :b. BEisrj"A.nN^:iisr, 

IMPORTER AND MANUFACTURER OF 

Chemical and Physical Apparatus, 

RARE CHEMICALS, ETC. 

ALSO DEALER IN 

MINERALS, FOSSILS, AND EVERYTHING NECESSARY FOR CHEMICAL 
AND PHYSICAL LABORATORIES, 

6 BARCLAY AND 12 VESEY STS., 

NEW YORK CITY. 



Large cloth-bound Catalogue?, 75 cents each. Send for Circular on the newest and best 
Electric Machine in the market. 

col. if.ajr/KietjR/'s nsnErw book:. 
"THE QUINCY METHOD SP 

NOTES OF 

TALKS ON TEACHING. 

Price, One Dollar, postpaid* 

AGENTS WANTED, 



E. L KELLOGG k CO., Educational Publishers, 

21 Park Place, New York. 



Belavan Rouse, 

^.LBj^ISrY, 3sT. it. 



This popular Hotel having been redecorated and painted, with new plumbing, 
drains, and entirely refurnished, is now 

FIRST-CLASS IN EVERY RESPECT. 



T. ROESSLE, SON & CO., Proprietors. 



f 



HE ARLINGTON, 

WASHINGTON, D. C. 



VERMONT AVENUE AND LAFAYETTE SQUARE, 



OPPOSITE THE WHITE HOUSE. 



First-Class in all its Appointments. 

HOTKD FOR ITS CUI3IHE. 



T. ROESSLE cfc SOUXT, 




d* 



A 



L^IECIE] g-eorg-e. 



ACCOMMODATIONS FOR SEVEN HUNDRED PERSONS, 

All Modern Improvements. 



KlRST-^TLASS IN HVERY ^ESPECT. 



T. ROESSLE * SON, Owners and Proprietors. 



i go 



THIRTEENTH YEAR. 



The School Journal, 

WEEKLY, TWO DOLLARS A YEAR. 
AMOS M. KELLOGG, Editor, 

Assisted by Prominent Educators in alt Parts 0/ the Country. 



The Journal was established in January, 1870, and is the oldest weekly educa- 
tional journal published in the United States. Its editor, Mr. Amos M. Kellogg, has 
been engaged in teaching for twenty-five years in all grades of schools. He has broad 
and original ideas, is an earnest student and expounder of the New Education, and 
his sympathies are with teachers who aspire to do the best possible for their pupils. 
He aims to make the Journal practical^ to furnish the teacher with what he can make 
immediate use of in the school-room. There are in it full directions as to the best 
methods of instruction — these make up the "School-Room 11 department; there is a 
diary of events, discussions of the principles of education, full answers to letters, fresh 
music, dialogues and recitations, interesting educational notes from all parts of the 
country, and a carefully edited book department. It is meeting with unparalleled 
success, and it will liberally use its means to make itself better than ever before. 



THE BEST MONTHLY. 



The Teachers' Institute, 



ONE DOLLAR A YEAR. 



Sixteen to Twenty four Large Pages, Monthly. 



The Institute, now in its FIFTH year, gathers in its 16 to 24 pages the best and 
most practical matter of the four issues of the Journal for the preceding month. The 
"School-Room" department is especially large, attractive, and practical. Thus it 
fills the needs of country teachers, who desire practical and plain directions about 
methods of teaching and managing a school. Fresh dialogues and recitations, and 
bright music appear in every number. A department of pleasing stories, biographies 
to be read to the scholars, and examination questions, appear nearly every month. 
Teachers often wonder how we can afford to give so large and splendid a paper for so 
little money. We could not if we did not have a very large circulation. Don't be 
afraid that we shall fail. 

E. L. KELLOGG & CO., Educational Publishers, 

No. 21 Park Place, New York 



igi 



INDISPENSABLE FOR PRIMARY TEACHERS. 



First Teaching, 

MONTHLY, SIXTEEN PAGES, ONE DOLLAR A YEAR. 



This monthly fills a want long felt by primary and kindergarten teachers for a 
publication devoted entirely to their special needs. Its aim is to be practical — not 
that the lessons will be in all cases followed exactly— they will be suggestive, they will 
promote ingenuity, they will induce much invention of methods. 

The best ideas are gathered, and our primary schools watched and their plans re- 
ported, so that the teacher will obtain a knowledge of the ways by which others achieve 
success. 

The paper is sixteen pages, the size of Harper's Young People, and beautifully 
printed from new type on good paper. Ten numbers constitute a year. 



Prepared Expressly to Interest Scholars. 



The Scholars Companion 

IS A BEAUTIFUL l6-rAGE PAPER WITH TINTED COVER 
(MAKING 20 PAGES IN ALL). 



PUBLISHED MONTHLY, AT FIFTY CENTS A YEAR. 

Do you wish to brighten your school ? If so, we know of no way so sure, so cheap. 
so lasting, as to have your pupils take the Scholar's Companion. It is not a " story 
paper," yet it has stories in it. It is aimed square at the good of the subscriber. It 
will interest him wonderfully, and instruct him at the same time. 

The Scholar's Companion is prepared for the express purpose of giving valuable 
information to young people. The Scholar's Companion wonderfully helps to edu- 
cate. The Scholar s Companion stimulates its readers to MAKE something of 
themselves. Hence teachers, of all others, should encourage its being taken by their 
pupils. 

Send ten cents for sample copies and our large new illustrated premium list, and 
raise a club in your school. We are offering great inducements to those who send us 
subscribers to the Companion. 

E. L. KELLOGG & CO., Educational Publishers, 

No. 21 Park Place, New York. 



ig2 
FOR. 



Educational, Professional, and Manuscript 



PURPOSES THE 



* A*O M>E * 

Papers, Pads, and Tablets 

KA.-VB 3STO E<a"CTA.Ij I3ST 

Convenience, Elegance & Cheapness. 



TRV OXJFt 



Quincy Practice Paper (Four Series), 

Ye Knickerbocker Tablets — Blotter and Drawing, 

Spelling Blanks, Exercise-Books. 



&ll Gi$&D;i§ w w§&m bqiunb m mm, 



PERFECT PENCIL TABLETS, 

Especially adapted for School-Children, are sold at the LOW PRICE 
of S cents to lO cents each, according to size. 

BEWARE OF IMITATIONS. 



cl ci 1 1 e Stationery ^ 1?a|*er £o< 

117 FULTON STREET, NEW YORK. 

For Setlo ~k=>y~ DEALERS ElA^oz-^^Arla©!-©. 



